TY - JOUR

T1 - The effectiveness of activation of prior mathematical knowledge during problem-solving in physics

AU - Turşucu, Süleyman

AU - Spandaw, Jeroen

AU - de Vries, Marc J.

PY - 2020

Y1 - 2020

N2 - Mathematics is of major importance in science subjects. Unfortunately, students struggle with applying mathematics in science subjects, especially physics. In this qualitative study we demonstrate that transfer of algebraic skills from mathematics in physics class can be improved by using pre-knowledge effectively. We designed shift-problems involving instructional models to carry out small interventions in textbook problems. Shift-problems are feasible for teachers to adopt in teaching practice. To gain insight in the extent to which students improved their application of algebraic skills including basic skills and symbol sense behaviour, we selected three grade-10 physics students. In round one, the students solved algebraic physics problems as they appear in physics textbooks. Two weeks later in round two, the same problems were presented as shift problems to them where we activated prior mathematical knowledge by providing systematic rule-based algebraic hints at the start of these tasks. Algebraic skills were presented in a similar way to how these were learned in mathematics textbooks. We observed that students' problem-solving abilities increased from 48.5 % in the first to 81.8 % in the second round, indicating the effectiveness of how we implemented shift-problems. Furthermore, we discussed the implications of our results for the international science audience.

AB - Mathematics is of major importance in science subjects. Unfortunately, students struggle with applying mathematics in science subjects, especially physics. In this qualitative study we demonstrate that transfer of algebraic skills from mathematics in physics class can be improved by using pre-knowledge effectively. We designed shift-problems involving instructional models to carry out small interventions in textbook problems. Shift-problems are feasible for teachers to adopt in teaching practice. To gain insight in the extent to which students improved their application of algebraic skills including basic skills and symbol sense behaviour, we selected three grade-10 physics students. In round one, the students solved algebraic physics problems as they appear in physics textbooks. Two weeks later in round two, the same problems were presented as shift problems to them where we activated prior mathematical knowledge by providing systematic rule-based algebraic hints at the start of these tasks. Algebraic skills were presented in a similar way to how these were learned in mathematics textbooks. We observed that students' problem-solving abilities increased from 48.5 % in the first to 81.8 % in the second round, indicating the effectiveness of how we implemented shift-problems. Furthermore, we discussed the implications of our results for the international science audience.

KW - Mathematical knowledge

KW - Mathematics education

KW - Problem-solving

KW - Science education

UR - http://www.scopus.com/inward/record.url?scp=85079287227&partnerID=8YFLogxK

U2 - 10.29333/ejmste/116446

DO - 10.29333/ejmste/116446

M3 - Article

AN - SCOPUS:85079287227

VL - 16

JO - EURASIA Journal of Mathematics, Science and Technology Education

JF - EURASIA Journal of Mathematics, Science and Technology Education

SN - 1305-8215

IS - 4

M1 - em1837

ER -