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Abstract
In university physics courses, instructors use graphical and algebraic representations in kinematics involving non-constant acceleration. However, students face difficulties when working within these representations, which affects their understanding of the physical phenomenon. This study applies to the theoretical framework of semiotic representations and a phenomenographic approach to analyze how 467 engineering students interpret and extract information from these types of representations. We designed six open-ended questions, three involving algebraic representations and three involving graphical representations, to explore difficulties related to treatment within the same representation. The results reveal that, in algebraic representations, students confuse physical concepts in kinematics with mathematical functions, using rote-learning strategies without understanding their physical meaning. In graphical representations, greater difficulties related to conceptual confusion were observed when recognizing and processing information than in algebraic representations. The findings suggest the need to develop instructional materials that promote a deeper understanding of different representations and kinematic concepts.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 22, Issue 8, August 2026, Article No: em2885
https://doi.org/10.29333/ejmste/19006
Publication date: 24 Jul 2026
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