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A case study of the role of mathematics in physics textbooks and in associated lessons
Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). (LISMA)ORCID iD: 0000-0003-3175-5185
Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. (LISMA)ORCID iD: 0000-0001-5530-9003
Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. (LISMA)ORCID iD: 0000-0002-3613-6132
Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. (LISMA)ORCID iD: 0000-0003-4792-8749
2019 (English)In: Mathematics in physics education / [ed] G. Pospiech, M. Michelini, & B. Eylon, Dordrecht: Springer, 2019, p. 293-316Chapter in book (Refereed)
Abstract [en]

This chapter describes a case study of the role of mathematics in physics textbooks and in associated teacher led lessons. The theoretical framework (Hansson et al. 2015) used in the analysis focuses on relations communicated between three entities: Theoretical models, Mathematics, and Reality. Previously the framework has been used for analysing classroom situations. In this chapter, the framework is further developed and refined, and for the first time used to analyse physics textbooks. The case study described here is a synchronised analysis of a physics textbook and associated classroom communication during teacher led lessons, and contributes with an in-depth description of relations made between Theoretical modelsMathematicsand Reality. With the starting point in this case we discuss future uses of the analysis framework. We also raise questions for further research concerning how physics textbooks support and not support a meaningful physics teaching with respect to the role of mathematics and how relations between Theoretical modelsMathematics, and Reality are communicated.

Place, publisher, year, edition, pages
Dordrecht: Springer, 2019. p. 293-316
Keywords [en]
Physics, mathematics, Upper-secondary school
National Category
Didactics
Identifiers
URN: urn:nbn:se:hkr:diva-18565DOI: 10.1007/978-3-030-04627-9OAI: oai:DiVA.org:hkr-18565DiVA, id: diva2:1240384
Funder
Swedish Research Council, 721-2008-484
Note

Accepted and in-print, not yet published

Available from: 2018-08-21 Created: 2018-08-21 Last updated: 2019-08-05

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Hansson, LenaHansson, ÖrjanJuter, KristinaRedfors, Andreas
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Avdelningen för matematik- och naturvetenskapernas didaktikResearch environment Learning in Science and Mathematics (LISMA)Avdelningen för Naturvetenskap
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