Introduction of the Thematic Issue on the Interplay of Physics and Mathematics

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Introduction of the Thematic Issue on the Interplay of Physics and Mathematics. / Avelar Sotomaior Karam, Ricardo.

In: Science & Education, Vol. 24, No. 5, 05.05.2015, p. 487-494.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Avelar Sotomaior Karam, R 2015, 'Introduction of the Thematic Issue on the Interplay of Physics and Mathematics', Science & Education, vol. 24, no. 5, pp. 487-494. https://doi.org/10.1007/s11191-015-9763-9

APA

Avelar Sotomaior Karam, R. (2015). Introduction of the Thematic Issue on the Interplay of Physics and Mathematics. Science & Education, 24(5), 487-494. https://doi.org/10.1007/s11191-015-9763-9

Vancouver

Avelar Sotomaior Karam R. Introduction of the Thematic Issue on the Interplay of Physics and Mathematics. Science & Education. 2015 May 5;24(5):487-494. https://doi.org/10.1007/s11191-015-9763-9

Author

Avelar Sotomaior Karam, Ricardo. / Introduction of the Thematic Issue on the Interplay of Physics and Mathematics. In: Science & Education. 2015 ; Vol. 24, No. 5. pp. 487-494.

Bibtex

@article{72c87149c4574eeca6a2b281f76203ed,
title = "Introduction of the Thematic Issue on the Interplay of Physics and Mathematics",
abstract = "Since their beginnings Physics (natural philosophy) and mathematicshave been deeply interrelated, and this mutual influence has played an essential role in both their developments. However, the image typically found in educational contexts is often quite different. In physics education, it is usual to find mathematics being seen as a mere tool to describe and calculate, whereas in mathematics education, physics is commonly viewed as a possible context for the application of mathematical concepts that were previously defined abstractly. This dichotomy creates significant learning problems for the students. They have a hard time understanding where mathematical concepts come from and why physics has little to do with their experiential world. This problem demands a systematic research effort from experts in different fields, especially the ones who aim at informing educational practices by reflecting on historical, philosophical and sociological aspects of scientific knowledge. Taking into account the eclectic nature of the math-physics interplay, this thematic issue gathers contributions from historians, philosophers, physicists, mathematicians and educators who provide important complementary perspectives on the topic.",
author = "{Avelar Sotomaior Karam}, Ricardo",
year = "2015",
month = may,
day = "5",
doi = "10.1007/s11191-015-9763-9",
language = "English",
volume = "24",
pages = "487--494",
journal = "Science & Education",
issn = "0926-7220",
publisher = "Springer",
number = "5",

}

RIS

TY - JOUR

T1 - Introduction of the Thematic Issue on the Interplay of Physics and Mathematics

AU - Avelar Sotomaior Karam, Ricardo

PY - 2015/5/5

Y1 - 2015/5/5

N2 - Since their beginnings Physics (natural philosophy) and mathematicshave been deeply interrelated, and this mutual influence has played an essential role in both their developments. However, the image typically found in educational contexts is often quite different. In physics education, it is usual to find mathematics being seen as a mere tool to describe and calculate, whereas in mathematics education, physics is commonly viewed as a possible context for the application of mathematical concepts that were previously defined abstractly. This dichotomy creates significant learning problems for the students. They have a hard time understanding where mathematical concepts come from and why physics has little to do with their experiential world. This problem demands a systematic research effort from experts in different fields, especially the ones who aim at informing educational practices by reflecting on historical, philosophical and sociological aspects of scientific knowledge. Taking into account the eclectic nature of the math-physics interplay, this thematic issue gathers contributions from historians, philosophers, physicists, mathematicians and educators who provide important complementary perspectives on the topic.

AB - Since their beginnings Physics (natural philosophy) and mathematicshave been deeply interrelated, and this mutual influence has played an essential role in both their developments. However, the image typically found in educational contexts is often quite different. In physics education, it is usual to find mathematics being seen as a mere tool to describe and calculate, whereas in mathematics education, physics is commonly viewed as a possible context for the application of mathematical concepts that were previously defined abstractly. This dichotomy creates significant learning problems for the students. They have a hard time understanding where mathematical concepts come from and why physics has little to do with their experiential world. This problem demands a systematic research effort from experts in different fields, especially the ones who aim at informing educational practices by reflecting on historical, philosophical and sociological aspects of scientific knowledge. Taking into account the eclectic nature of the math-physics interplay, this thematic issue gathers contributions from historians, philosophers, physicists, mathematicians and educators who provide important complementary perspectives on the topic.

U2 - 10.1007/s11191-015-9763-9

DO - 10.1007/s11191-015-9763-9

M3 - Journal article

VL - 24

SP - 487

EP - 494

JO - Science & Education

JF - Science & Education

SN - 0926-7220

IS - 5

ER -

ID: 137366855