### Resumen

In this article we investigate the effect of: 1) the context, and 2) the position of the vectors, on 2D vector addition tasks. We administered a test to 512 students completing introductory physics courses at a private Mexican university. In the first part, we analyze students' responses in three isomorphic problems: displacements, forces, and no physical context. Students were asked to draw two vectors and the vector sum. We analyzed students' procedures detecting the difficulties when drawing the vector addition and proved that the context matters, not only compared to the context-free case but also between the contexts. In the second part, we analyze students' responses with three different arrangements of the sum of two vectors: tail-to-tail, head-to-tail and separated vectors. We compared the frequencies of the errors in the three different positions to deduce students' conceptions in the addition of vectors.

Idioma original | Inglés |
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Título de la publicación alojada | 2010 Physics Education Research Conference, PERC |

Páginas | 73-76 |

Número de páginas | 4 |

Volumen | 1289 |

DOI | |

Estado | Publicada - 1 dic 2010 |

Evento | 2010 Physics Education Research Conference, PERC - Portland, OR, Estados Unidos Duración: 21 jul 2010 → 22 jul 2010 |

### Otros

Otros | 2010 Physics Education Research Conference, PERC |
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País | Estados Unidos |

Ciudad | Portland, OR |

Período | 21/07/10 → 22/07/10 |

### Áreas temáticas de ASJC Scopus

- Física y astronomía (todo)

## Huella Profundice en los temas de investigación de 'Vector addition: Effect of the context and position of the vectors'. En conjunto forman una huella única.

## Citar esto

*2010 Physics Education Research Conference, PERC*(Vol. 1289, pp. 73-76) https://doi.org/10.1063/1.3515252