The “Math as Prerequisite” Illusion: Historical Considerations and Implications for Physics Teaching

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 -