Marcos Caballero

• Weller, Daniel P.; Bott, Theodore E.; Caballero, Marcos & Irving, Paul W. (2022). Development and illustration of a framework for computational thinking practices in introductory physics. Physical Review Physics Education Research. ISSN 2469-9896. 18(2). doi: 10.1103/PhysRevPhysEducRes.18.020106.
• Hamerski, Paul C.; McPadden, Daryl; Caballero, Marcos & Irving, Paul W. (2022). Students' perspectives on computational challenges in physics class. Physical Review Physics Education Research. ISSN 2469-9896. 18(2). doi: 10.1103/PhysRevPhysEducRes.18.020109.
• Wilson, Joseph; Pollard, Benjamin; Aiken, John; Caballero, Marcos & Lewandowski, H.J. (2022). Classification of open-ended responses to a research-based assessment using natural language processing. Physical Review Physics Education Research. ISSN 2469-9896. 18(1), s. 010141-1–010141-16. doi: 10.1103/PhysRevPhysEducRes.18.010141.
• Sand, Odd Petter; Lockwood, Elise; Caballero, Marcos & Mørken, Knut Martin (2022). Three cases that demonstrate how students connect the domains of mathematics and computing. Journal of Mathematical Behavior. ISSN 0732-3123. 67. doi: 10.1016/j.jmathb.2022.100955. Vis sammendrag

  This study uses actor-oriented transfer perspective to investigate different ways in which students make connections across the domains of mathematics and computing. We interview first-year students at the University of Oslo as they work with a set of tutorials that we designed to integrate knowledge from both domains. The cases we present here demonstrate four different types of cross-domain connections: (a) mathematically reproducing the work of a computer program, (b) cyclically improving a program to produce better output, (c) coupling math to output to justify program improvements and (d) coupling math to code to justify program design. We provide rich examples of the ways in which students make these connections and discuss affordances for mathematical learning in this context.

• Sand, Odd Petter; Lockwood, Elise; Caballero, Marcos & Mørken, Knut Martin (2022). Students’ Development of a Logarithm Function in Python Using Taylor Expansions: a Teaching Design Case Study. Digital Experiences in Mathematics Education. ISSN 2199-3246. doi: 10.1007/s40751-022-00104-3.
• Young, Nicholas T. & Caballero, Marcos (2021). Physics Graduate Record Exam does not help applicants "stand out". Physical Review Physics Education Research. ISSN 2469-9896. 17(1). doi: 10.1103/PhysRevPhysEducRes.17.010144. Fulltekst i vitenarkiv
• Pollard, Benjamin; Hobbs, Robert; Henderson, Rachel; Caballero, Marcos & Lewandowski, Heather (2021). Introductory physics lab instructors' perspectives on measurement uncertainty. Physical Review Physics Education Research. ISSN 2469-9896. 17(1). doi: 10.1103/PhysRevPhysEducRes.17.010133. Fulltekst i vitenarkiv
• Aiken, John Mark; De Bin, Riccardo; Lewandowski, Heather & Caballero, Marcos Daniel (2021). Framework for evaluating statistical models in physics education research. Physical Review Physics Education Research. ISSN 2469-9896. 17(2). doi: 10.1103/PhysRevPhysEducRes.17.020104. Fulltekst i vitenarkiv
• Irving, Paul W.; McPadden, Daryl & Caballero, Marcos (2020). Communities of practice as a curriculum design theory in an introductory physics class for engineers. Physical Review Physics Education Research. ISSN 2469-9896. 16:020143(2), s. 1–31. doi: 10.1103/PhysRevPhysEducRes.16.020143.
• Bain, Kinsey; Bender, Lydia; Bergeron, Paul; Caballero, Marcos Daniel; Carmel, Justin H. & Duffy, Erin M. [Vis alle 20 forfattere av denne artikkelen] (2020). Characterizing college science instruction: The Three-Dimensional Learning Observation Protocol. PLOS ONE. ISSN 1932-6203. 15(6), s. 1–20. doi: 10.1371/journal.pone.0234640. Fulltekst i vitenarkiv
• Aiken, John Mark; De Bin, Riccardo; Hjorth-Jensen, Morten & Caballero, Marcos Daniel (2020). Predicting time to graduation at a large enrollment American university. PLOS ONE. ISSN 1932-6203. doi: 10.1371/journal.pone.0242334. Fulltekst i vitenarkiv
• Pawlak, Alanna; Irving, Paul W. & Caballero, Marcos Daniel (2020). Learning assistant approaches to teaching computational physics problems in a problem-based learning course. Physical Review Physics Education Research. ISSN 2469-9896. 16(1). doi: 10.1103/PHYSREVPHYSEDUCRES.16.010139. Fulltekst i vitenarkiv
• Odden, Tor Ole; Marin, Alessandro & Caballero, Marcos Daniel (2020). Thematic analysis of 18 years of physics education research conference proceedings using natural language processing. Physical Review Physics Education Research. ISSN 2469-9896. 16(1). doi: 10.1103/PhysRevPhysEducRes.16.010142. Fulltekst i vitenarkiv
• Funkhouser, Kelsey; Martinez, William M; Henderson, Rachel & Caballero, Marcos Daniel (2019). Design, analysis, tools, and apprenticeship (DATA) Lab. European Journal of Physics. ISSN 0143-0807. 40(6), s. 1–20. doi: 10.1088/1361-6404/ab2f0d.
• Odden, Tor Ole & Caballero, Marcos Daniel (2019). Computational Essays: An Avenue for Scientific Creativity in Physics. Physics Education Research Conference Proceedings. ISSN 1539-9028. doi: 10.1119/perc.2019.pr.Odden. Fulltekst i vitenarkiv
• Odden, Tor Ole; Lockwood, Elise & Caballero, Marcos Daniel (2019). Physics computational literacy: An exploratory case study using computational essays. Physical Review Physics Education Research. ISSN 2469-9896. 15(2). doi: 10.1103/PhysRevPhysEducRes.15.020152. Fulltekst i vitenarkiv
• Aiken, John Mark; Henderson, Rachel & Caballero, Marcos Daniel (2019). Modeling student pathways in a physics bachelor's degree program. Physical Review Physics Education Research. ISSN 2469-9896. 15(1), s. 1–17. doi: 10.1103/PhysRevPhysEducRes.15.010128. Fulltekst i vitenarkiv
• Young, Nicholas; Allen, Grant; Aiken, John Mark; Henderson, Rachel & Caballero, Marcos Daniel (2019). Identifying features predictive of faculty integrating computation into physics courses. Physical Review Physics Education Research. ISSN 2469-9896. 15(1). doi: 10.1103/PhysRevPhysEducRes.15.010114. Fulltekst i vitenarkiv
• Leary, Ashleigh; Irving, Paul W. & Caballero, Marcos Daniel (2018). The difficulties associated with integrating computation into undergraduate physics. Physics Education Research Conference Proceedings. ISSN 1539-9028. 2018, s. 1–4. doi: 10.1119/perc.2018.pr.leary.
• Funkhouser, Kelsey; Caballero, Marcos Daniel; Irving, Paul W. & Sawtelle, Vashti (2018). What counts in laboratories: Toward a practice-based identity survey. Physics Education Research Conference Proceedings. ISSN 1539-9028. 2018, s. 1–4. doi: 10.1119/perc.2018.pr.funkhouser.
• Caballero, Marcos Daniel & Merner, Laura (2018). Prevalence and nature of computational instruction in undergraduate physics programs across the United States. Physical Review Physics Education Research. ISSN 2469-9896. 14(2), s. 1–10. doi: 10.1103/PhysRevPhysEducRes.14.020129. Fulltekst i vitenarkiv
• Sand, Odd Petter; Odden, Tor Ole; Lindstrøm, Christine & Caballero, Marcos Daniel (2018). How computation can facilitate sensemaking about physics: A case study. Physics Education Research Conference Proceedings. ISSN 1539-9028. s. 1–4. doi: 10.1119/perc.2018.pr.Sand. Fulltekst i vitenarkiv
• Pawlak, Alanna; Irving, Paul W & Caballero, Marcos Daniel (2018). Development of the Modes of Collaboration framework. Physical Review Physics Education Research. ISSN 2469-9896. 14(1), s. 1–14. doi: 10.1103/PhysRevPhysEducRes.14.010101. Fulltekst i vitenarkiv
• Laverty, James T & Caballero, Marcos Daniel (2018). Analysis of the most common concept inventories in physics: What are we assessing? Physical Review Physics Education Research. ISSN 2469-9896. 14(1). doi: 10.1103/PhysRevPhysEducRes.14.010123. Fulltekst i vitenarkiv
• Laverty, James T; Underwood, Sonia M; Matz, Rebecca L; Posey, Lynmarie A; Carmel, Justin H & Caballero, Marcos Daniel [Vis alle 10 forfattere av denne artikkelen] (2017). Comment on "analyzing the Role of Science Practices in ACS Exam Items". Journal of Chemical Education. ISSN 0021-9584. 94(6), s. 673–674. doi: 10.1021/acs.jchemed.7b00170.
• Caballero, Marcos Daniel; Doughty, Leanne; Turnbull, Anna M; Pepper, Rachel E & Pollock, Steven J (2017). Assessing learning outcomes in middle-division classical mechanics: The Colorado Classical Mechanics and Math Methods Instrument. Physical Review Physics Education Research. ISSN 2469-9896. 13(1). doi: 10.1103/PhysRevPhysEducRes.13.010118.
• Irving, Paul W; Obsniuk, Michael J & Caballero, Marcos Daniel (2017). P3: a practice focused learning environment. European Journal of Physics. ISSN 0143-0807. 38(5). doi: 10.1088/1361-6404/aa7529.

Se alle arbeider i Cristin

• Sand, Odd Petter; Lockwood, Elise; Caballero, Marcos & Mørken, Knut Martin (2022). Four Patterns in Students’ Connections Between Mathematics and Computing. Vis sammendrag

  Computers and programming have become important in science and mathematics in the last few decades, and this has also affected the ways in which students and teachers interact with mathematics (see for instance Broley et al., 2018). For this reason, there have been calls for more attention to be paid to computing in mathematics education research. For instance, how does integrating computing into mathematics classrooms affect students’ understanding (Lockwood & Mørken, 2021)? One way in which students generalize is by relating knowledge, situations, techniques, or problems; what we often call forming connections (Ellis et al., 2017, Lobato, 2012). When students work with the domains of mathematics and computing, it is therefore likely that they will see similarities between situations across domain boundaries (we call such connections cross-domain connections). Greeno et al. (1993) discussed the affordances of such connections in terms of reasoning, which they defined as activities that transform representations. Importantly, the representations themselves afford particular transformations. Therefore, transforming a mathematical representation to a computational one (or vice versa) allows students to reason in ways that they might not otherwise. Our research questions are “1) which patterns of such connections emerge in the students’ work, and 2) what do these patterns afford the students?” To answer these questions, we interviewed first-year students in twos and threes as they worked with tutorials designed by the authors to support the forming of mathematical-computational connections. We instructed the students to work as they would in class, using the interviewer as a TA when needed. Using thematic analysis, we identified the themes that emerged in the data. In addition to students’ verbal utterances, we classified connections by looking at the medium they used, how they structured the information they worked with, and the notation or syntax they employed for individual pieces of information. While our study is an exploratory case study and as such not comprehensive, we found interesting examples of four distinct patterns in the connections that students formed. Students would (a) use mathematics to retrace the steps of a program, (b) use mathematics to interpret output, which inspired revisions to the code (which then produced new output, forming a cycle), (c) use mathematics and code together to design a program, and (d) use mathematics and output together to make refinements to a working program. The affordances evident in our data were, respectively, (a) understanding a program’s purpose or creating a formal proof, (b) explaining how a program works, as well as improving it, (c) confidence in a program’s correctness and organizing mathematical knowledge, and (d) producing results closer to standards and being able to explain these results. In our final poster, we will provide illustrative examples of each of the four patterns and use these to highlight the affordances (and limitations) of integrating computing in mathematics classrooms.

• Knaub, Alexis V.; Aiken, John & Caballero, Marcos (2019). Editorial: Focused Collection: Quantitative Methods in PER: A Critical Examination. Physical Review Physics Education Research. ISSN 2469-9896. 15(2). doi: 10.1103/PhysRevPhysEducRes.15.020001.
• Sand, Odd Petter; Odden, Tor Ole; Lindstrøm, Christine & Caballero, Marcos Daniel (2018). How computation can facilitate sensemaking about physics.

Se alle arbeider i Cristin