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tandfonline.com – Undergraduate students’ difficulties with boundary conditions for the diffusion equation

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”:

Combining mathematical and physical understanding in reasoning is difficult, and a growing body of research shows that students experience problems with the combination of physics and mathematics in reasoning beyond the introductory level. We investigated students’ reasoning about boundary conditions (BCs) for the diffusion equation by conducting exploratory task-based, think-aloud interviews with twelve undergraduate students majoring in physics or mathematics. We identified several difficulties students experienced while solving the interview task and categorized them using the conceptual blending framework. This framework states that in reasoning, people draw from separate input spaces, in this case the mathematics and the physics input space, to form a blended space, where they make connections between elements from these spaces. To identify difficulties, we used open coding techniques. We observed few difficulties in the physics space. In the mathematics space, we identified several difficulties that we clustered in two main groups: findings about the mathematical meaning of BCs, and findings about reasoning with functions of two variables. Lastly, we identified four ways in which blending failed. Starting from our findings, we formulate recommendations for teaching and future research.

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Troels Gannerup Christensen

Jeg er ansat som adjunkt hos Læreruddannelsen i Jelling, hvor jeg underviser i matematik, specialiseringsmodulet teknologiforståelse, praktik m.m. Jeg har tidligere været ansat som pædagogisk konsulent i matematik og tysk hos UCL ved Center for Undervisningsmidler (CFU) i Vejle og lærer i udskolingen (7.-9. klasse) på Lyshøjskolen i Kolding. Jeg er ejer af og driver bl.a. hjemmesiderne www.lærklokken.dk og www.iundervisning.dk, ggbkursus.dk og er tidligere fagredaktør på matematik på emu.dk. Jeg går ind for, at læring skal være let tilgængelig og i størst mulig omfang gratis at benytte.

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