How students use mathematical resources in an electrostatics context

We present evidence that although students\u27 mathematical skills in introductory calculus-based physics classes may not be readily applied in physics contexts, these students have strong mathematical resources on which to build effective instruction. Our evidence is based on clinical interviews of problem solving in electrostatics, which are analyzed using the framework of Sherin\u27s symbolic forms. We find that students use notions of dependence and parts-of-a-whole to successfully guide their work, even in novel situations. We also present evidence that students\u27 naive conceptions of the limit may prevent them from viewing integrals as sums. (C) 2008 American Association of Physics Teachers