Bridging mathematics and physics: From theoretical frameworks to classroom practice
Stefania Lippiello, Ornella Pantano, Marta Carli
Source abstract
This article reports on the design and classroom implementation of interdisciplinary worksheets aimed at strengthening the relationship between mathematics and physics in upper-secondary education. Grounded in complementary theoretical perspectives—including the structural role of mathematics in physics, interdisciplinarity, covariational reasoning, and specific disciplinary topics—we developed six research-based activities on vectors, derivatives, and integrals and implemented them within a teacher learning community. Data from 203 grade-13 students include a baseline quantitative-reasoning assessment, a post-test on calculus and vectors, and item-level confidence ratings, complemented by teacher focus-group evidence. Results show improved alignment between confidence and performance and suggest a possible threshold effect, with gains emerging primarily for students who completed all six activities. Teachers reported that the worksheets acted as concrete boundary objects that made mathematics-physics connections instructionally actionable, while the community structure supported adaptation, reflection, and sustained interdisciplinary practice.
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