One of the major impacts Tom Holme’s work in chemistry education has been to encourage the community to consider anchoring concepts of our field.  The results of his research in this area have been published in the <i>Journal of Chemical Education</i> in papers featuring the Anchoring Concepts Content Map that focuses on the “big ideas” of chemistry.  One of these “big ideas” is kinetics, an area that is intrinsically tied to understanding mathematical symbolism and operations as well as translating between equations and empirical data.  Recently we have carried out studies designed to focus on how general chemistry students and upper division student use mathematics to solve kinetics problems.  To analyze the problem solving approach of the students we used a blended processing framework which focuses on how problem solvers draw from different knowledge domains such as chemistry and mathematics.  Emerging findings from this study will be presented.<br/>

Stability and change:  Investigating the blending of mathematics and chemical knowledge in the context of reasoning about chemical kinetics

253rd National Meeting (2017)

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