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The role of mathematics in the teaching and learning of physics
Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). (LISMA)ORCID iD: 0000-0003-4792-8749
Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). (LISMA)ORCID iD: 0000-0003-3175-5185
Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). (LISMA)
Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). (LISMA)ORCID iD: 0000-0002-3613-6132
2014 (English)In: Ebook proceedings of the ESERA 2013 conference, Nicosia, Cyprus: European Science Education Research Association , 2014, Part 2, 376-383 p.Conference paper, (Refereed)
Abstract [en]

This paper discusses the role of mathematics in physics teaching andlearning. The intention and strength of science is to describe what happens in the realworld by organizing explanations through theories and theoretical models. It has beenwidely suggested that learning in science is influenced by views about the nature ofscientific knowledge. Furthermore, mathematics is an inherent part of theories andmakes powerful predictions of natural phenomena possible. Ability to use mathematicsto argue and prove results is central in physics. Students have been found tostruggle with physics problems where they need to relate mathematically formulatedtheoretical models to the real world. This project has explored the role of mathematicsfor physics teaching and learning in upper-secondary school through investigations ofrelations made during physics lessons (lectures, problem solving and lab-work)between The real world – Theoretical models – Mathematics. A preliminary analysisindicate that there are some connections made by students and teacher betweentheories and the real world, but the bulk of the discussion in the classroom is concerningthe relation between theoretical models and mathematics, which is in linewith earlier research on problem solving. The preliminary results reported on hereindicate that this also holds true for all the investigated organisational forms lectures,problem solving in groups and lab-work. A finalized and extended analysis will bepublished elsewhere.

Place, publisher, year, edition, pages
Nicosia, Cyprus: European Science Education Research Association , 2014, Part 2. 376-383 p.
Keyword [en]
Mathematics, Physics, models
National Category
Didactics
Identifiers
URN: urn:nbn:se:hkr:diva-11917ISBN: 978-9963-700-77-6 (print)OAI: oai:DiVA.org:hkr-11917DiVA: diva2:710055
Conference
The ESERA 2013 conference
Projects
The Role of Mathematics for Physics Teaching and Learning in Upper-­secondary school
Funder
Swedish Research Council
Available from: 2014-04-04 Created: 2014-04-04 Last updated: 2016-04-01Bibliographically approved

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Redfors, AndreasHansson, LenaHansson, ÖrjanJuter, Kristina
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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
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More styles
Language
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  • Other locale
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