Rupe, K. M., & Davishahl, E. (2022, May), Categorizing student interactions with manipulatives in statics  Paper presented at 2022 ASEE Zone IV Conference, Vancouver. 10.18260/1-2--44723

\bibitem{asee_peer_44723}
  Rupe, K. M., \& Davishahl, E. (2022, May), \emph{Categorizing student interactions with manipulatives in statics}
  Paper presented at 2022 ASEE Zone IV Conference, Vancouver.
  10.18260/1-2--44723

Kathryn Mary Rupe and Eric Davishahl.  "Categorizing student interactions with manipulatives in statics".  2022 ASEE Zone IV Conference, Vancouver, 2022, May.  ASEE Conferences, 2022.  https://peer.asee.org/44723 Internet.  13 May, 2024

\bibitem{asee_peer_44723}
  Kathryn Mary Rupe and Eric Davishahl.
  "Categorizing student interactions with manipulatives in statics".
  \emph{2022 ASEE Zone IV Conference, Vancouver, 2022, May}.
  ASEE Conferences, 2022.
  https://peer.asee.org/44723 Internet.  13 May, 2024

@INPROCEEDINGS{asee_peer_44723
author = "Kathryn Mary Rupe and Eric Davishahl"
title = "Categorizing student interactions with manipulatives in statics"
booktitle = "2022 ASEE Zone IV Conference"
year = "2022"
month = "May"
address = "Vancouver"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/44723}
number = {10.18260/1-2--44723}
}

TY  - CPAPER
AB  - This work in progress paper describes ongoing work to understand the ways in which students make use of manipulatives to develop their representational competence and deepen their conceptual understanding of course content. Representational competence refers to the fluency with which a subject expert can move between different representations of a concept (e.g. mathematical, symbolic, graphical, 2D vs. 3D, pictorial) as appropriate for communication, reasoning, and problem solving. 
 
Several hands-on activities for engineering statics have been designed and implemented in face-to-face courses since fall 2016. In the transition to online learning in response to the COVID-19 pandemic, modeling kits were sent home to students so they could work on the activities at their own pace and complete the associated activity sheets. An assignment following the vector activities required students to create videotaped or written reflections with annotated pictures using the models to explain their thinking around key concepts. Students made connections between abstract symbolic representations and their physical models to explain concepts such as a general 3D unit vector, the difference between spherical coordinate angles and coordinate direction angles, and the meaning of decomposing a vector into components perpendicular and parallel to a line.  
 
The video and written data analyzed to inform the design of think-aloud exercises in one-on-one semi-structured interviews between researchers and students that are currently in progress. This paper presents initial work analyzing and discussing themes that emerged from the initial video and written analysis and plans for the subsequent think-aloud interviews, all focused on the specific attributes of the models that students use to make sense of course concepts. The ultimate goal of this work is to develop some general guidelines for the design of manipulatives to support student learning in a variety of STEM topics.

AU  - Kathryn Mary Rupe
AU  - Eric Davishahl
CY  - Vancouver
DA  - 2022/05/12
PB  - ASEE Conferences
TI  - Categorizing student interactions with manipulatives in statics
UR  - https://peer.asee.org/44723
DO  - 10.18260/1-2--44723
ER  -