2 citations · 3 across the 3 of their papers we have counts for
7 papers
Replicating analyses of item response curves using data from the Force and Motion Conceptual Evaluation
Connor J. Richardson, Trevor I. Smith, Paul J. Walter
Ishimoto, Davenport, and Wittmann have previously reported analyses of data from student responses to the Force and Motion Conceptual Evaluation (FMCE), in which they used item res…
When negative is not "less than zero": Electric charge as a signed quantity
Alexis Olsho, Suzanne White Brahmia, Andrew Boudreaux +1
Electromagnetism (E&M) is often challenging for students enrolled in introductory college-level physics courses. Compared to mechanics, the mathematics of E&M is more sophisticated…
Towards understanding and characterizing expert covariational reasoning in physics
Charlotte Zimmerman, Alexis Olsho, Michael Loverude +3
Relating two quantities to describe a physical system or process is at the heart of "doing physics" for novices and experts alike. In this paper, we explore the ways in which exper…
A Conceptual Blend Analysis of Physics Quantitative Literacy Reasoning Inventory Items
Suzanne White Brahmia, Alexis Olsho, Andrew Boudreaux +2
Mathematical reasoning flexibility across physics contexts is a desirable learning outcome of introductory physics, where the math world and physical world meet. Physics Quantitati…
Quantitatively ranking incorrect responses to multiple-choice questions using item response theory
Trevor I. Smith, Kyle J. Louis, Bartholomew J. Ricci +1
Research-based assessment instruments (RBAIs) are ubiquitous throughout both physics instruction and physics education research. The vast majority of analyses involving student res…
A framework for the natures of negativity in introductory physics
Suzanne White Brahmia, Alexis Olsho, Trevor I. Smith +1
Mathematical reasoning skills are a desired outcome of many introductory physics courses, particularly calculus-based physics courses. Positive and negative quantities are ubiquito…