The impact of distracting features on student reasoning on graph-based integration tasks

In the literature on mathematical reasoning in thermodynamics, graph-based integration tasks that feature common endpoints have been identified as being particularly challenging for students. We have begun to investigate this phenomenon using dual-process theories of reasoning (DPToR) as a theoretical framework, hypothesizing that the common endpoints served as a salient distracting feature (SDF). In our ongoing investigation in the context of introductory mechanics, we attempted to modify the salience of the SDF to examine the impact on student performance and reasoning. Research tasks have been administered in both the traditional multiple-choice with explanation format and the reasoning chain construction format. Our results suggest that the relevant SDF may be significantly more nuanced than anticipated, with notions of equivalent horizontal intervals and common endpoints not clearly delineated.