Mathematics in physics classrooms: a case study on mathematical reasoning in relation to the notion of specific heat capacity.

Örjan Hansson, Kristina Juter, Andreas Redfors

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Sammanfattning

This study is part of a larger study of mathematics in physics teaching at upper secondary school. In this paper we focus on the use of mathematics in relation to the teaching of specific heat capacity of water. We report from two physics lessons with first-year students (lecture, problem solving, and labwork). One observation is the frequent technical use of mathematics during the lessons, which is consistent with the teachers view on the role of mathematics in physics teaching. Another observation is how mathematical notions are misrepresented when theoretical frameworks become dominant in the interpretation of data, e.g. notions as “points on a line”, “the equation of a line” or “function” with implied consequences for the students’ understanding of mathematics and physics. One
conclusion is that more emphasis should be made on a structural use of mathematics, i.e., the meaning of concepts and models, in physics teaching.
Originalspråkengelska
Titel på värdpublikationBringing Nordic mathematics into the future.
Undertitel på värdpublikationProceedings of Norma 20
FörlagSwedish Society for Research in Mathematics Education (SMDF)
Sidor65-72
ISBN (elektroniskt)978-91-984024-6-9
StatusPublished - 2022
Externt publiceradJa
EvenemangThe Ninth Nordic Conference on Mathematics Education, NORMA 20 - Oslo, Norge
Varaktighet: 2021 juni 12021 juni 4

Publikationsserier

NamnSkrifter från Svensk förening för MatematikDidaktisk Forskning
FörlagSwedish Society for Research in Mathematics Education
Nummer17
ISSN (elektroniskt)1651-3274

Konferens

KonferensThe Ninth Nordic Conference on Mathematics Education, NORMA 20
Land/TerritoriumNorge
OrtOslo
Period2021/06/012021/06/04

Ämnesklassifikation (UKÄ)

  • Didaktik

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