2019/11/05 by Suzanne White Brahmia, Brahmia, Suzanne White, Alexis Olsho +8
Physics and Astronomy · Social Sciences · #Educational Assessment and Pedagogy #FOS: Physical sciences #Mathematics Education and Teaching Techniques #Physics Education (physics.ed-ph) #Science Education and Pedagogy #physics.ed-ph
paper · pdf · doi:10.48550/arxiv.1911.01552
arxiv created 2019/11/05 · openalex publication_date 2019/11/05 · arxiv updated 2019/11/06 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
Mathematical reasoning flexibility across physics contexts is a desirable learning outcome of introductory physics, where the math world and physical world meet. Physics Quantitative Literacy (PQL) is a set of interconnected skills and habits of mind that support quantitative reasoning about the physical world. The Physics Inventory of Quantitative Literacy (PIQL), which we are currently refining and validating, assesses students proportional reasoning, covariational reasoning, and reasoning with signed quantities in physics contexts. In this paper, we apply a Conceptual Blending Theory analysis of two exemplar PIQL items to demonstrate how we are using this theory to help develop an instrument that represents the kind of blended reasoning that characterizes expertise in physics. A Conceptual Blending Theory analysis allows for assessment of hierarchical partially correct reasoning patterns, and thereby holds potential to map the emergence of mathematical reasoning flexibility throughout the introductory physics sequence.