This paper reports a case study of four grade 10 physical sciences teachers' PCK about graphs of motion. We used three data collection strategies, namely teachers' written accounts, captured by the content representation (CoRe) tool, interviews and classroom observations. We conceptualised the PCK displayed in the CoRe tool and the interviews as…

To succeed within scientific disciplines, using representations, including those based on words, graphs, equations, and diagrams, is important. Research indicates that the use of discipline specific representations (sometimes referred to as expert generated representations), as well as multi-representational use, is critical for problem solving…

The purpose of this study was to investigate the effects of formative assessment as a teaching strategy through an internet-mediated assessment portal (ImAP) on preservice elementary student understanding of kinematics graphs as opposed to traditional lecturing. A quasi-experimental design was used for this purpose. Findings revealed that…

Presents a case study of how one 11th-grader learned the meaning of the velocity sign. Her learning was not just an acknowledgment of a rule but also a broad questioning and revision of her thinking about graphs and motion. (16 references) (Author/MKR)

Provides an example of the integration of science and mathematics learning of one high school physics student in a constructivist classroom. Discusses the student's integration of mathematical and nonmathematical representations and of different mathematical representations in a nonuniform acceleration experiment. Describes a model for integrating…