2019/09/25 by Trà Huỳnh, Tra Huynh, Eleanor C. Sayre +3
Physics and Astronomy · Psychology · Social Sciences · #FOS: Physical sciences #Innovative Teaching and Learning Methods #Mathematics Education and Teaching Techniques #Physics Education (physics.ed-ph) #Science Education and Pedagogy #physics.ed-ph
paper · pdf · doi:10.48550/arxiv.1909.11618
Preliminary portions of some of this analysis appeared in ICLS 2018; submitted to PhysRevPER
arxiv created 2019/09/25 · openalex publication_date 2019/09/25 · arxiv updated 2019/09/26 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
Mathematics is the language of science. Fluent and productive use of mathematics requires one to understand the meaning embodied in mathematical symbols, operators, syntax, etc., which can be a difficult task. For instance, in algebraic symbolization, the negative and positive signs carry multiple meanings depending on contexts. In the context of electromagnetism, we use conceptual blending theory to demonstrate that different physical meanings, such as directionality and location, could associate to the positive and negative signs. With these blends, we analyze the struggles of upper-division students as they work with an introductory level problem where the students must employ multiple signs with different meanings in one mathematical expression. We attribute their struggles to the complexity of choosing blends with an appropriate meaning for each sign, which gives us insight into students' algebraic thinking and reasoning.