Article ID: CBB750019912

What Synergy between Mathematics and Physics is Feasible or Imaginable at Different Level of Education? (2018)

unapi

Roland, Michel (Author)


Transversal: International Journal for the Historiography of Science
Issue: 5
Pages: 100-132


Publication Date: 2018
Edition Details: First of a Series: Methods and Cognitive Modelling in the History and Philosophy of Science & Education
Language: English

For interdisciplinarity between physics and mathematics to take its proper place in secondary schools, its value must be demonstrated and used during the future teacher’s university education. We have observed from examples and surveys, however, that an ever-widening gulf is emerging between degree courses in mathematics and physics. This article therefore develops comparative approaches to some common concepts to demonstrate their complementarities from the angle of the relation between mechanics and analysis. The example of the differential, which is described as an obstacle to the “mathematization” of physics (Karam et al. 2015), is used to transform it into a tool to aid conceptualization, offering a dual approach to the concepts and their applications. This should enable students to have a better understanding that is related to their specific curriculum.

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Article Raffaele Pisano; Philippe Vincent (2018) Introduction: Methods and Cognitive Modelling in the History and Philosophy of Science–&–Education. Transversal: International Journal for the Historiography of Science (pp. 3-7). unapi

Citation URI
https://data.isiscb.org/isis/citation/CBB750019912/

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Authors & Contributors
Haglund, Jesper
Primbault, Simon Dumas
Sacchetti, Andrea
Jacqueline Léon
Hultén, Magnus
Karam, Ricardo
Concepts
Mathematics
Physics
Physics education
Fundamental concepts
Mathematization
Differential equations
Time Periods
19th century
20th century, late
20th century
20th century, early
18th century
17th century
Places
France
Sweden
Tuscany (Italy)
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