Two Elements of a Mathematical Sensemaking Approach to Teaching Introductory Physics

Kuo, Eric; Hull, Michael M.; Elby, Andrew; Gupta, Ayush

Use this link to cite this item:

Files in this item

Files	Description	Format
application/pdf Phys161 paper instructional appendix.pdf (330kB)	(no description provided)	PDF

Title:	Two Elements of a Mathematical Sensemaking Approach to Teaching Introductory Physics
Author(s):	Kuo, Eric; Hull, Michael M.; Elby, Andrew; Gupta, Ayush
Subject(s):	mathematical sensemaking physics teaching
Abstract:	We describe two elements of a mathematical sensemaking curriculum that has been used in university-level, large-lecture, introductory physics courses. The goals of this curriculum are to foster physics students’ mathematical sensemaking—that is, their leveraging of the coherence between conceptual understanding and formal mathematics in their reasoning. The learning outcomes of this course are described elsewhere.
Issue Date:	2020
Genre:	Other
Type:	Text
URI:	http://hdl.handle.net/2142/107789
Date Available in IDEALS:	2020-07-23

Illinois Research and Scholarship (Open Community)
This is the default collection for all research and scholarship developed by faculty, staff, or students at the University of Illinois at Urbana-Champaign