{"id":116981,"date":"2015-08-19T02:00:00","date_gmt":"2015-08-18T23:00:00","guid":{"rendered":"http:\/\/www.fyysika.ee\/?guid=33d453c4007d8bc234b1bf5c4b014220"},"modified":"2015-08-19T02:00:00","modified_gmt":"2015-08-18T23:00:00","slug":"unpacking-students-use-of-mathematics-in-upper-division-physics-where-do-we-go-from-here-2","status":"publish","type":"post","link":"https:\/\/www.fyysika.ee\/?p=116981","title":{"rendered":"Unpacking students? use of mathematics in upper-division physics: where do we go from here?"},"content":{"rendered":"<p>In their study of physics beyond the first year of University?termed upper-division in the US, many<br \/>\nof students? primary learning opportunities come from working long, complex back-of-the-book style<br \/>\nproblems, and from trying to develop an understanding of the underlying physics through solving such<br \/>\nproblems. Some of the research at the upper-division focuses on how students use mathematics in<br \/>\nthese problems, and what challenges students encounter along the way. There are a number of<br \/>\ndifferent and diverse research studies on students? use of mathematics in the upper-division. These<br \/>\ntypically utilize one of two broad approaches, with some researchers primarily seeking out and<br \/>\naddressing challenges students face, and others working chiefly to unpack students? in-the-moment<br \/>\nreasoning. In this paper, we present and discuss both approaches, and then review research efforts<br \/>\nthat strive to connect these two approaches in order to make sense of students? use of mathematics<br \/>\nas well &#8230;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>In their study of physics beyond the first year of University?termed upper-division in the US, many<br \/>\nof students? primary learning opportunities come from working long, complex back-of-the-book style<br \/>\nproblems, and from trying to develop an understandi&#8230;<\/p>\n","protected":false},"author":0,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"categories":[178],"tags":[],"class_list":{"0":"post-116981","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-rss-fuusikaharidus","7":"entry"},"_links":{"self":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/116981","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/types\/post"}],"replies":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=116981"}],"version-history":[{"count":0,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/116981\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=116981"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=116981"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=116981"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}