Monday, March 5
3:05-3:25 PM
Capitol H

Probing the students’ understanding of complex numbers in the context of teaching of physics.

Brief Paper ID: 35135
  1. Prakash Landge
    Department of Physics, R.N.C. Arts, J.D.B. Commerce and N.S.C. Science College,
  2. aaa
    Pravin Joshi
    Department of Physics, H.P.T. Arts and R.Y.K. Science College, Nasik 422005, Maharashtra, India.
  3. Rajendra Vadnere
    School of Continuing Education, Y.C.M. Open University, Nasik, 422222, Maharashtra, India.

Abstract: A common teaching method of mathematics in classroom is characterized by teachers instructing or imparting knowledge and students then practicing their analytical skills by solving various assorted problems. These problems are often expressed in the language suitable for mathematics, but often miss critical elements of the use of mathematics in the context of physics. In this regard, Physics Education Research Group1 (PERG) mainly focuses on the students and the way they learn. There is a lot of research on finding misconceptions prevailing in the minds of the students and methods to replace these misconceptions with accepted physics beliefs. Thus, using student’s conceptualization of mathematics (including misconceptions, if any) as an input, a database of the student’s models has been created which has been used to analyze the effectiveness of the computer simulation module especially designed to study complex numbers in context of understanding various physics concepts.

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