  Blended mathematical sensemaking in science (MSS) involves deep conceptual
understanding of quantitative relationships describing scientific phenomena.
Previously we developed the cognitive framework describing proficiency in MSS
across STEM disciplines and validated it with undergraduate students from
dominant backgrounds (White, middle class) using assessment built around PhET
simulations. In this study we investigate whether the framework can
characterize engagement in MSS among undergraduate students from diverse
backgrounds and identify potential differences between the two populations. The
framework is effective in characterizing engagement in MSS by undergraduate
students from diverse backgrounds and largely functions as a learning
progression. We have also uncovered a distinct pattern of engagement in MSS
reflected in students successfully developing the mathematical relationship
describing their observations without engaging in a type of MSS focused on
quantitative pattern identification. Unlike students from dominant backgrounds,
diverse students leverage lower level MSS to develop the formula for the
phenomenon. Further, diverse students use PhET simulations to make sense of the
phenomenon more and are more successful in using the simulations to find the
correct mathematical relationship compared to students from dominant
backgrounds. Math preparation has a stronger effect at level 1 compared to
levels 2 and 3 of the framework. The framework can guide the development of
instructional and assessment strategies to support students from diverse
backgrounds in building MSS skills. Further, PhET simulations provide a
suitable and effective learning environment for supporting engagement in and
learning of MSS skills, and their capabilities should be leveraged for
designing learning experiences in the future.
