The “Math as Prerequisite” Illusion: Historical Considerations and Implications for Physics Teaching
Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
Standard
The “Math as Prerequisite” Illusion : Historical Considerations and Implications for Physics Teaching. / Avelar Sotomaior Karam, Ricardo; Uhden, Olaf; Höttecke, Dietmar.
Mathematics in Physics Education. ed. / Gesche Pospiech; Marisa Michelini; Bat-Sheva Eylon. Springer, 2019. p. 37-52.Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
Harvard
APA
Vancouver
Author
Bibtex
}
RIS
TY - CHAP
T1 - The “Math as Prerequisite” Illusion
T2 - Historical Considerations and Implications for Physics Teaching
AU - Avelar Sotomaior Karam, Ricardo
AU - Uhden, Olaf
AU - Höttecke, Dietmar
PY - 2019
Y1 - 2019
N2 - Mathematics is widely considered to be a prerequisite for learning physics. However, it is quite naive to believe that learning basic math is sufficient to use mathematics as a reasoning tool to think about the physical world. The main reason is that using mathematics in physics is substantially different than in math. In this chapter we show how the way physicists make use of some basic mathematical concepts (e.g., multiplication, division, functions) is specific to physics by identifying their historical genesis and contrasting with the way these concepts are usually taught in math lessons. We argue that the explicit acknowledgment of these differences has important didactical implications.
AB - Mathematics is widely considered to be a prerequisite for learning physics. However, it is quite naive to believe that learning basic math is sufficient to use mathematics as a reasoning tool to think about the physical world. The main reason is that using mathematics in physics is substantially different than in math. In this chapter we show how the way physicists make use of some basic mathematical concepts (e.g., multiplication, division, functions) is specific to physics by identifying their historical genesis and contrasting with the way these concepts are usually taught in math lessons. We argue that the explicit acknowledgment of these differences has important didactical implications.
U2 - 10.1007/978-3-030-04627-9_2
DO - 10.1007/978-3-030-04627-9_2
M3 - Book chapter
SN - 978-3-030-04626-2
SP - 37
EP - 52
BT - Mathematics in Physics Education
A2 - Pospiech, Gesche
A2 - Michelini, Marisa
A2 - Eylon, Bat-Sheva
PB - Springer
ER -
ID: 227987613