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

Ricardo Avelar Sotomaior Karam; Olaf Uhden; Dietmar Höttecke

doi:10.1007/978-3-030-04627-9_2

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

Ricardo Avelar Sotomaior Karam, Olaf Uhden, Dietmar Höttecke

Department of Science Education

Abstract

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.

Original language	English
Title of host publication	Mathematics in Physics Education
Editors	Gesche Pospiech, Marisa Michelini, Bat-Sheva Eylon
Publisher	Springer
Publication date	2019
Pages	37-52
Chapter	2
ISBN (Print)	978-3-030-04626-2
ISBN (Electronic)	978-3-030-04627-9
DOIs	https://doi.org/10.1007/978-3-030-04627-9_2
Publication status	Published - 2019

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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

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

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