Diagnosing the Cognitive Source of Students’ Difficulties Within the Physics-Mathematics Interplay Context
摘要
Students exhibit difficulties concerning “physmatics”—the interplay between mathematics and physics in the context of physics education, which seldom gets attention in the learning diagnostics literature. Based on previous categorization of students’ physmatic difficulties, we present the results of a diagnostic questionnaire that aims to identify possible cognitive sources for some of these difficulties. We describe four possible cognitive sources based on students’ paired responses to mathematical questions with and without physics context.