Intuitive physics knowledge, physics problem solving and the role of mathematical equations

The present work explores the role that mathematical equations play in modifying students’ physical intuition (diSessa, 1993). The work is carried out assuming that students achieve a great deal of the refinement in their physical intuitions during problem solving (Sherin, 2006). The study is guided by the question of how the use of mathematical equations contributes to this refinement. The authors aim at expanding on Sherin′s (2006) hypothesis, suggesting a more bounding relation between physical intuitions and mathematics. In this scenario, intuitions play a more compelling role in “deciding” which equations are acceptable and which are not. Our hypothesis is constructed on the basis of three cases: the first published by Sherin (2006) and two more from registries of our own. The three cases are compared and analyzed in relation to the role of mathematical equations in refining – or not – the intuitive knowledge students bring to play during problem solving.