Towards a Full Integration of Physics and Math Concepts: The Path Full of Traps

Abstract

Also, she is currently collaborating with the School of Engineering at the University Andres Bello at Santiago, Chile. Angeles holds a bachelor degree in Physics Engineering from Tecnologico de Monterrey and a doctoral degree in Mathematics Education from Syracuse University, NY. Dr. Dominguez is a member of the Researchers' National System in Mexico (SNI-1) and has been a visiting researcher at Syracuse University, at UT-Austin and at Universidad Andres Bello. She teaches undergraduate courses in Mathematics, graduate courses in Education, and is a thesis advisor on the master and doctoral programs on education at the Tecnologico de Monterrey. Her main research areas are: models and modeling, use of technology to improve teaching and learning, gender issues in STEM education.

Towards a Full Integration of Physics and Math Concepts: Words versus Meanings

“…If learning is a situated activity and language is directly linked to it, then it is logical to propose that contextually there would exist different disciplinary discourses [10]; i.e., complex sets of representations, tools and activities; semiotic resources that have been paradigmatically designed and that transcend both oral and written language and the physical means by which it is possible to perform; and the mechanisms of assimilation and meaning comprehension for learners of a particular discipline. Even when two disciplinary discourses might appear perspicuously linked by syntaxis, such as the case of physics and mathematics [11]- [12]- [3]- [4], evidence shows that they "may need to be considered as separate languages" [13] when integrally analyzing their uses and meanings.…”

“…Nevertheless, the uniqueness and usefulness of these qualities and tools might be arguable if subjected to in-depth study; i.e., language can also be troublesome and plagued by relativeness, depending on its context. In this present work, the authors present some of the recollections and findings from an integrated Physics and Math course [3]- [4]. Our teamwork resulted in discussions of different approaches to the classes in physics and math and the discovery of discrepancies in them.…”