Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.14/45525
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Teacher misconceptions about projectile motion
Annual conference of the Mathematics Education Research Group of Australasia MERGA (29th : 2006) (1 - 5 July 2006 : Canberra)
Grootenboer, P.; Zevenbergen, R. and Chinnappan, M.. Identities, cultures and learning spaces : proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia, Vol. 2, p.602
Student misconceptions of projectile motion in the physics classroom are well documented, but their effect on the teaching and learning of the mathematics of motion under gravity has not been investigated in the mathematics classroom. An experimental unit was designed that was intended to confront and eliminate misconceptions in senior mathematics secondary school students studying projectile motion as an application of calculus to the physical world. The approach was found to be effective, but limited by the teacher's own misconceptions. It is also shown that teachers can reinforce student misconceptions of motion because they cannot understand why students have difficulty understanding it.