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The students’ procedural fluency and written-mathematical explanation on constructed response tasks in physics

This study was designed to analyze the procedural fluency and written-mathematical explanation to select constructed response tasks of students in Thermodynamics problems. The study made use of 2 sections, composed of 26 students, in University Physics 1 to conclude on the research problem. It made use of the assumption that mathematical and English abilities control the students’ performance to problem solving. | Journal of Technology and Science Education THE STUDENTS’ PROCEDURAL FLUENCY AND WRITTEN-MATHEMATICAL EXPLANATION ON CONSTRUCTED RESPONSE TASKS IN PHYSICS Romiro G. Bautista Natural Sciences and Mathematics Department AMA International University (Bahrain) bautista.romer@yahoo.com Received December 2012 Accepted January 2013 Abstract This study was designed to analyze the procedural fluency and written-mathematical explanation to select constructed response tasks of students in Thermodynamics problems. The study made use of 2 sections, composed of 26 students, in University Physics 1 to conclude on the research problem. It made use of the assumption that mathematical and English abilities control the students’ performance to problem solving. Using Pearson-r and One-way ANOVA, it was found out that their procedural fluency on constructed response tasks is significantly related to their written-mathematical explanation ability, and a significant difference on their performance when grouped according to their mathematical and English ability. Bonferroni Correction Post Hoc Test results confirmed the assumptions of the study: the students’ procedural fluency is dependent to their mathematical ability, both algebraic and trigonometric, while their written-mathematical explanation is associated to their English ability. Keywords – Mathematical Procedural Fluency, Written-Mathematical Explanation, Constructed Response Tasks, Problem Solving. ---------- 1 INTRODUCTION Problem solving in Physics, as influenced by mathematical learning theories, is mystified as difficult over the years as students hold negative stereotype images towards the subject (Wambagu & Changeiywo, 2006; Bautista, 2012a). These stereotypical tendencies had hampered its efficacy over the years and became a concomitant factor to be addressed properly. This calls for a sound technique of decontextualized set of skills on convergent reasoning in engaging students to higher cognition activities towards