The effects of graphing competency and mathematics coursework on kinematics graph interpretation in two-year college students

Abstract

Community college students from a variety of mathematics and physics courses were surveyed in order to examine their ability to extrapolate information from simple unitless linear graphs and linear kinematics graphs. Students enrolled in Algebra I showed little competency in interpretation of kinematics graphs, without regard for graphing ability or previous exposure to physics coursework. However, once students have progressed beyond Algebra I, a positive relationship is observed between graphing ability and kinematics interpretation. This relation becomes moderately stronger and more consistent at higher levels of math ability, or when considering past experience with physics. Variance remains high, however, suggesting that simple skill in graphing is not sufficient to guarantee understanding in kinematics, regardless of physics background.