The role of mathematics in the teaching and learning of physics
Redfors, Andreas ; Hansson, Lena ; Hansson, Örjan and Juter, Kristina LU
(2014)
ESERA 2013
p.376-383
- Abstract
- This paper discusses the role of mathematics in physics teaching and learning. The intention and strength of science is to describe what happens in the real
world by organizing explanations through theories and theoretical models. It has been widely suggested that learning in science is influenced by views about the nature of scientific knowledge. Furthermore, mathematics is an inherent part of theories and makes powerful predictions of natural phenomena possible. Ability to use mathematics to argue and prove results is central in physics. Students have been found to struggle with physics problems where they need to relate mathematically formulated theoretical models to the real world. This project has explored the role of mathematics... (More) - This paper discusses the role of mathematics in physics teaching and learning. The intention and strength of science is to describe what happens in the real
world by organizing explanations through theories and theoretical models. It has been widely suggested that learning in science is influenced by views about the nature of scientific knowledge. Furthermore, mathematics is an inherent part of theories and makes powerful predictions of natural phenomena possible. Ability to use mathematics to argue and prove results is central in physics. Students have been found to struggle with physics problems where they need to relate mathematically formulated theoretical models to the real world. This project has explored the role of mathematics for physics teaching and learning in upper-secondary school through investigations of relations made during physics lessons (lectures, problem solving and lab-work) between The real world – Theoretical models – Mathematics. A preliminary analysis indicate that there are some connections made by students and teacher between theories and the real world, but the bulk of the discussion in the classroom is concerning the relation between theoretical models and mathematics, which is in line with earlier research on problem solving. The preliminary results reported on here indicate 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 be published elsewhere. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/fd54512c-0207-418b-afa0-60d69589a5e6
- author
- Redfors, Andreas
; Hansson, Lena
; Hansson, Örjan
and Juter, Kristina
LU
- publishing date
- 2014
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- host publication
- E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning
- editor
- Lavonen, J. and Zeyer, A.
- pages
- 376 - 383
- publisher
- European Science Education Research Association
- conference name
- ESERA 2013
- conference location
- Nicosia, Cyprus
- conference dates
- 2013-09-03 - 2013-09-07
- ISBN
- 9789963700776
- language
- English
- LU publication?
- no
- id
- fd54512c-0207-418b-afa0-60d69589a5e6
- date added to LUP
- 2024-09-05 23:01:41
- date last changed
- 2025-04-04 15:05:08
@inproceedings{fd54512c-0207-418b-afa0-60d69589a5e6,
abstract = {{This paper discusses the role of mathematics in physics teaching and learning. The intention and strength of science is to describe what happens in the real<br/>world by organizing explanations through theories and theoretical models. It has been widely suggested that learning in science is influenced by views about the nature of scientific knowledge. Furthermore, mathematics is an inherent part of theories and makes powerful predictions of natural phenomena possible. Ability to use mathematics to argue and prove results is central in physics. Students have been found to struggle with physics problems where they need to relate mathematically formulated theoretical models to the real world. This project has explored the role of mathematics for physics teaching and learning in upper-secondary school through investigations of relations made during physics lessons (lectures, problem solving and lab-work) between The real world – Theoretical models – Mathematics. A preliminary analysis indicate that there are some connections made by students and teacher between theories and the real world, but the bulk of the discussion in the classroom is concerning the relation between theoretical models and mathematics, which is in line with earlier research on problem solving. The preliminary results reported on here indicate 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 be published elsewhere.}},
author = {{Redfors, Andreas and Hansson, Lena and Hansson, Örjan and Juter, Kristina}},
booktitle = {{E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning}},
editor = {{Lavonen, J. and Zeyer, A.}},
isbn = {{9789963700776}},
language = {{eng}},
pages = {{376--383}},
publisher = {{European Science Education Research Association}},
title = {{The role of mathematics in the teaching and learning of physics}},
year = {{2014}},
}