## Abstract

The purpose of the present work is to consider some of the implications of replacing, for the purposes of physics instruction, algebraic notation with a programming language. What is novel is that, more than previous work, I take seriously the possibility that a programming language can function as the principle representational system for physics instruction. This means treating programming as potentially having a similar status and performing a similar function to algebraic notation in physics learning. In order to address the implications of replacing the usual notational system with programming, I begin with two informal conjectures: (1) Programming-based representations might be easier for students to understand than equation-based representations, and (2) programming-based representations might privilege a somewhat different "intuitive vocabulary." If the second conjecture is correct, it means that the nature of the understanding associated with programming-physics might be fundamentally different than the understanding associated with algebra-physics. In order to refine and address these conjectures, I introduce a framework based around two theoretical constructs, what I call interpretive devices and symbolic forms. A conclusion of this work is that algebra-physics can be characterized as a physics of balance and equilibrium, and programming-physics as a physics of processes and causation. More generally, this work provides a theoretical and empirical basis for understanding how the use of particular symbol systems affects students' conceptualization.

Original language | English (US) |
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Pages (from-to) | 1-61 |

Number of pages | 61 |

Journal | International Journal of Computers for Mathematical Learning |

Volume | 6 |

Issue number | 1 |

DOIs | |

State | Published - 2001 |

## Keywords

- Algebra
- Cognition
- Physics
- Programming
- Representations

## ASJC Scopus subject areas

- Theoretical Computer Science
- Engineering(all)
- Computer Science Applications
- Computational Theory and Mathematics