Cognitive framework for blended mathematical sensemaking in science

Abstract Background Blended mathematical sensemaking in science (“Math-Sci sensemaking”) involves deep conceptual understanding of quantitative relationships describing scientific phenomena and has been studied various disciplines. However, no unified characterization blended Math-Sci exists. Results We developed a theoretical cognitive model for grounded prior work. The contains three broad levels representing increasingly sophisticated ways engaging sensemaking: (1) developing qualitative among relevant variables equations phenomenon (“qualitative level”); (2) these (“quantitative (3) explaining how the operations used formula relate to (“conceptual level”). Each level sublevels. PhET simulations design dynamic assessment scenarios disciplines test model. assessments interview undergraduate students with wide range Math skills. Interview analysis provided validity evidence categories preliminary ordering comprising It also revealed that tend perform at same across different disciplinary contexts, suggesting is distinct construct, independent specific context. Conclusion This paper presents first-ever published validated proficiency which can guide instruction, curriculum, development.