June 15, 2019
June 15, 2019
October 19, 2019
Engineering Physics and Physics
Both Mathematics and Physics concepts have been closely interrelated since their formal beginnings in ancient times. Moreover, from a wide variety of perspectives, it is possible to identify how physics understanding progressed as more complex mathematical ideas were available. In pedagogical practice there are many instances between these disciplines where the teaching of one might obstruct the understanding of the other, which, combined with the difficulty of detaching them either in or outside a classroom, yields a rich playground for educative improvement. After a significant experience of teaching an integrated physics-math course for freshman undergraduate students, a series of inconsistencies have been identified and previously reported. One of those inconsistencies, aim of this study, is perceived as a trap rooted in language, which creates worrying cognitive conflicts thus interfering with students’ learning. By using different names for the same concepts or ideas, perhaps looking to relate specific concepts to everyday language, teachers might be helping misconceptions prevail. In this work, authors focus on the analysis terms like mass and force. To do so, various sources are analyzed to identify the use and root of different names for similar concepts, and the further consequences in the construction of more complex thinking. Raising awareness of these conflicts is the ultimate objective, addressed by an authentically concern to act on making learning and understanding accessible for students. Therefore, authors call for a teaching and learning transformation of both Physics and Mathematics by reflecting on a better comprehensive use of language that better describes what is being taught and negotiates meaning between disciplinary bounds.
H. Armenta, I., & de la Garza Becerra, J. E., & Dominguez, A. (2019, June), Towards a Full Integration of Physics and Math Concepts: Words versus Meanings Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33451
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015