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**Harvard**

Johansson, H. (2015) *Relation between Mathematical Reasoning Ability and National Formal Demands in Physics Courses*.

** BibTeX **

@conference{

Johansson2015,

author={Johansson, Helena},

title={Relation between Mathematical Reasoning Ability and National Formal Demands in Physics Courses},

booktitle={Beswick, K., Muir, T., & Wells, J. (Eds.) (2015). Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. Hobart, Australia: PME. 2015},

isbn={978-1-86295-829-6},

pages={121-128},

abstract={It is widely accepted that mathematical competence is of great importance when learning physics. This paper focuses on one aspects of mathematical competence, namely mathematical reasoning, and how this competency influences students‘ success in physics. Mathematical reasoning required to solve tasks in physics tests, within a national testing system, is separated into imitative and creative mathematical reasoning. The results show that students lacking the ability to reason creatively are more likely not to do well on national physics test, thus not fully mastering the physics curricula. It is further discussed how the high demands of creative mathematical reasoning in physics tests stand in contrast to what is known about the educational practices in mathematics and physics in upper secondary school},

year={2015},

}

** RefWorks **

RT Conference Proceedings

SR Print

ID 227015

A1 Johansson, Helena

T1 Relation between Mathematical Reasoning Ability and National Formal Demands in Physics Courses

YR 2015

T2 Beswick, K., Muir, T., & Wells, J. (Eds.) (2015). Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. Hobart, Australia: PME. 2015

SN 978-1-86295-829-6

SP 121

OP 128

AB It is widely accepted that mathematical competence is of great importance when learning physics. This paper focuses on one aspects of mathematical competence, namely mathematical reasoning, and how this competency influences students‘ success in physics. Mathematical reasoning required to solve tasks in physics tests, within a national testing system, is separated into imitative and creative mathematical reasoning. The results show that students lacking the ability to reason creatively are more likely not to do well on national physics test, thus not fully mastering the physics curricula. It is further discussed how the high demands of creative mathematical reasoning in physics tests stand in contrast to what is known about the educational practices in mathematics and physics in upper secondary school

LA eng

OL 30