This investigation is grounded within the concept of embodied cognition where the mind is considered to be part of a biological system. A first year undergraduate Mechanical Engineering cohort of students was tasked with explaining the behaviour of three balls of different masses being rolled down a ramp. The explanations given by the students highlighted the cognitive conflict between the everyday interpretation of the word energy and its mathematical use. The results showed that even after many years of schooling, students found it challenging to interpret the mathematics they had learned and relied upon pseudo-scientific notions to account for the behaviour of the balls.
|Title of host publication||Proceedings of 8th Congress of European Research in Mathematics Education|
|Editors||Behiye Ubuz, Çiğdem Haser, Maria Alessandra Mariotti|
|Place of Publication||Ankara (TR)|
|Number of pages||10|
|Publication status||Published - 31 Dec 2013|
|Event||8th Congress of the European Society for Research in Mathematics Education - Antalya, Turkey|
Duration: 6 Feb 2013 → 10 Feb 2013
|Congress||8th Congress of the European Society for Research in Mathematics Education|
|Abbreviated title||CERME 8|
|Period||6/02/13 → 10/02/13|
Peters, M. D., & Graham, E. (2013). An investigation into the tension arising between natural language and mathematical language experienced by mechanical engineering students. In B. Ubuz, Ç. Haser, & M. A. Mariotti (Eds.), Proceedings of 8th Congress of European Research in Mathematics Education (pp. 1536-1545).