🚀 go-pugleaf

Lois and Curt raise an interesting side issue in the vetor component debate.
Knowledge can be viewed as a web of linked information, concepts (I use the
term loosly here), and strategies.  We all construct unique webs of links
based on school and life experiences.  The mathematics reform efforts Lois
mentions can be understood by thinking of the knowledge web constructed in
traditional math classes as being tightly linked to what happens in math
class but with few links to life knowledge.  Bransford at Vanderbilt calls
this inert knowledge.  It is not accessed in everyday living.  An example is
the number of people who will add 1/2 + 1/3 + 1/4 to get 3/9 when asked to
add these fractions in a context which is outside of math class.  Students
use an algorithmic approach in class & seldom use common denominators to
solve real life problems.  Therefore, when presented with a real life
problem, no link exists to the math knowledge.

We need to be aware of this phenomena in physics education community as
well.  Learing to solve vector problems will be enhanced when students
understand several methods for solving the same problem and even more so
when they apply the concepts to real life situations.

My vote if for teaching both methods.


Dave Popp