In particular we are studying high school students' approaches to problems of qualitative differentiation and integration situated in different phenomenologies, such as motion, air flow, or spatial contours. We provide students with tools to measure and represent physical variables. For example, in the case of motion, students use a motion detector with which they can generate a function of distance or velocity vs. time in real time by moving their hands. In this context a function is an expression of a kinesthetic action such as body motion. The answer stemming from our research is no.
Students are aware of the difference between logical necessities and empirical possibilities.
Moreover, by exploring ideas with experimental means, the difference between logical necessities and empirical possibilities becomes relevant and salient. Inc. All Rights Reserved.