Students' Consistency of Graphical Vector Addition Method on 2-D Vector Addition Tasks

TL;DR

This study investigates how students' solution methods in 2-D vector addition tasks remain consistent or change across different visual representations, revealing insights into their problem-solving strategies.

Contribution

It provides empirical evidence on students' solution consistency and the impact of visual representation changes on their approach to vector addition.

Findings

Most students used a single solution method across variations.

Visual changes often did not lead to method changes.

Some students altered their approach when visual cues changed.

Abstract

In a series of ten two-dimensional graphical vector addition questions with varying visual representations, most students stuck to a single solution method, be it correct or incorrect. Changes to the visual representation include placing vectors on a grid, making the vectors arrangements symmetric, varying the separation between vectors, and reversing the direction of either vector. We discuss the questions asked of students and their responses, emphasizing the results of one student who did change solution methods during an interview.