High School Students’ Performances in Transitions between Different Representations of Linear Relationships in Mathematics and Physics

This study involved 643 high school students to assess their performance in using different representations of linear functions—graphs, tables, and algebraic relationships—in mathematics kinematics. The results show that encounter greater difficulties when they have interpret involving relations mathematics. Furthermore, it is shown how the ability switch from one type representation another influenced by spatial reasoning skills, orientation toward physics, self-confidence field physics. Implications for teaching kinematics functions are briefly discussed.