Students’ Understanding of Graphical Vector Addition in One and Two Dimensions | Zendy

Umporn Wutchana | Zendy; Narumon Emarat | Zendy

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Students’ Understanding of Graphical Vector Addition in One and Two Dimensions

Author(s) -

Umporn Wutchana,

Narumon Emarat

Publication year - 2011

Publication title -

international journal of physics and chemistry education

Language(s) - English

Resource type - Journals

ISSN - 2589-8876

DOI - 10.51724/ijpce.v3i2.195

Subject(s) - grasp , dimension (graph theory) , vector space , vector (molecular biology) , vector field , mathematics education , computer science , mathematics , pure mathematics , geometry , programming language , biology , biochemistry , gene , recombinant dna

Understanding initial topics in physics (forces, fields, and kinematical quantities) requires a grasp of basic vector concepts. In this study, we intended to explore students’ qualitative understanding of graphical vector addition in one and two dimensions. Using two free-response problems of a diagnostic quiz, one is one-dimensional vector addition and the other is two-dimensional vector addition. Sixty-three grade ten high-school students’ responses were categorized. From the investigation, results represent that from the high-school students who already completed their vector lesson, only 10% of them provided correct answer for vector addition in one-dimension and 32% for the two-dimensional addition.

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