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A framework to explore the role of mathematics during physics lessons in upper-secondary school
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)
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
2016 (English)In: Insights from research in science teaching and learning: selected papers from the ESERA 2013 Conference / [ed] N. Papadouris, A. Hadjigeorgiou and C. Constantinou, Dordrecht: Springer Publishing Company, 2016, p. 139--151Chapter in book (Refereed)
Abstract [en]

This chapter discusses a framework for analysing the role of mathematics during physics lessons in upper-secondary school. It takes as a starting point that relations made during physics lessons between Reality, Theoretical models and Mathematics are of the outmost importance. The framework was developed to analyse the communication during physics lessons. It was developed during a pilot study exploring the role of mathematics for physics teaching and learning in upper-secondary school during different kinds of physics lessons (lectures, problem solving and labwork). In the overall project observations have been made in three physics classes (in total 7 lessons) led by one teacher. Here the developed analytical framework is described together with selected results from one class (3 lessons) showing how the framework could be used. This chapter describes and discusses the uses of the framework and shows how results on students and teachers usages of links between the three entities Reality, Theoretical models and Mathematics can be brought to the forefront in an analysis of complex physics teaching situations. And, how the framework can be used to analyse the different organisational forms: lectures, problem solving in groups and labwork.

Place, publisher, year, edition, pages
Dordrecht: Springer Publishing Company, 2016. p. 139--151
Series
Contributions from Science Education Research, ISSN 2213-3623 ; 2
Keyword [en]
Mathematics and Physics; Theoretical models; Classroom; Communication; Upper-secondary school
National Category
Didactics
Identifiers
URN: urn:nbn:se:hkr:diva-13856ISBN: 978-3-319-20073-6 (print)OAI: oai:DiVA.org:hkr-13856DiVA: diva2:815664
Funder
Swedish Research Council, 721-2008-484
Available from: 2015-06-01 Created: 2015-05-06 Last updated: 2017-02-16Bibliographically approved

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Redfors, AndreasHansson, LenaHansson, ÖrjanJuter, Kristina

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Citation style
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