This work is part of a larger project that seeks to understand how students blend (integrate) chemistry and mathematics as they work through chemical kinetics problems. Here we focus on four students from our larger sample: two students that demonstrated more instances of blending chemistry and mathematics in their interviews (“high-frequency blenders”) and two students that did not have any instances of blending chemistry and mathematics in their interviews (“nonblenders”). In this study, we characterized the intuitive mathematical ideas the students associated with equations (symbolic forms) and graphs (graphical forms), focusing on how the students’ mathematical reasoning influenced their understanding of chemical phenomena. The findings suggest that, in order for students to integrate chemistry and mathematics in a way that supports their understanding of the chemical processes in chemical kinetics, they must be able to reason using symbolic and graphical forms.

中文翻译：

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使用符号和图形形式分析学生在化学动力学中的数学推理

这项工作是一个较大项目的一部分，该项目旨在了解学生在解决化学动力学问题时如何融合（整合）化学和数学。在这里，我们集中于来自较大样本的四名学生：两名在访谈中展示了更多化学与数学混合实例的学生（“高频搅拌器”）和两名在他们的访谈中没有任何化学与数学混合实例的学生（“非混合器”）。在这项研究中，我们对与方程（符号形式）和图形（图形形式）相关的学生的直观数学思想进行了描述，重点关注学生的数学推理如何影响他们对化学现象的理解。研究结果表明，