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Mathematical reasoning flexibility across physics contexts is a desirablelearning outcome of introductory physics, where the math world and physicalworld meet. Physics Quantitative Literacy (PQL) is a set of interconnectedskills and habits of mind that support quantitative reasoning about thephysical world. The Physics Inventory of Quantitative Literacy (PIQL), which weare currently refining and validating, assesses students proportionalreasoning, covariational reasoning, and reasoning with signed quantities inphysics contexts. In this paper, we apply a Conceptual Blending Theory analysisof two exemplar PIQL items to demonstrate how we are using this theory to helpdevelop an instrument that represents the kind of blended reasoning thatcharacterizes expertise in physics. A Conceptual Blending Theory analysisallows for assessment of hierarchical partially correct reasoning patterns, andthereby holds potential to map the emergence of mathematical reasoningflexibility throughout the introductory physics sequence.

A Conceptual Blend Analysis of Physics Quantitative Literacy Reasoning Inventory Items