Modelling Mathematical Reasoning in Physics Education
Modelling Mathematical Reasoning in Physics Education
复制标题
物理教育中的数学推理建模
DOI：
10.1007/s11191-011-9396-6
复制
发表时间：
2012
影响因子：
2.8
通讯作者：
G. Pospiech
中科院分区：
文献类型：
--
作者：
Olaf Uhden;R. Karam;M. Pietrocola;G. Pospiech
许多研究结果和教师的报告都将学生解决问题的策略描述为死记硬背。由此产生的不满与量化的物理教科书的问题似乎影响了对数学在物理教育中的作用的态度一般。数学通常被视为计算的工具，这阻碍了对物理原理的概念性理解。然而，数学的作用不能被简化为技术方面。因此，我们不是把数学放在一边，而是深入研究物理科学的本质，以揭示数学和物理之间强大的概念关系。此外，我们建议，无论是前瞻性的教学和进一步的研究，深入探讨这种相互依赖性的重点可以显着提高物理学的理解。为了提供一个合适的基础，我们开发了一个新的模型，可用于分析物理学中不同层次的数学推理。这也是一个指导方针，将注意力从技术转移到结构的数学技能，而物理教学。我们证明了它的适用性分析物理-数学推理过程的一个例子。
Many findings from research as well as reports from teachers describe students’ problem solving strategies as manipulation of formulas by rote. The resulting dissatisfaction with quantitative physical textbook problems seems to influence the attitude towards the role of mathematics in physics education in general. Mathematics is often seen as a tool for calculation which hinders a conceptual understanding of physical principles. However, the role of mathematics cannot be reduced to this technical aspect. Hence, instead of putting mathematics away we delve into the nature of physical science to reveal the strong conceptual relationship between mathematics and physics. Moreover, we suggest that, for both prospective teaching and further research, a focus on deeply exploring such interdependency can significantly improve the understanding of physics. To provide a suitable basis, we develop a new model which can be used for analysing different levels of mathematical reasoning within physics. It is also a guideline for shifting the attention from technical to structural mathematical skills while teaching physics. We demonstrate its applicability for analysing physical-mathematical reasoning processes with an example.