Obstacles to Mathematization in Physics: The Case of the Differential

The process of the mathematization of physical situations through differential calculus requires an understanding of the justification for and the meaning of the differential in the context of physics. In this work, four different conceptions about the differential in physics are identified and asse...

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Bibliographic Details
Published in:Science & education 2015-07, Vol.24 (5-6), p.591-613
Main Authors: López-Gay, R, Martinez Sáez, J, Martinez Torregrosa, J
Format: Article
Language:English
Subjects:
Barriers
Calculus
Education
Educational Practices
History
Knowledge Level
Learning Processes
Mathematical Applications
Mathematical Concepts
Philosophy of Science
Physics
Science Achievement
Science Education
Student Attitudes
Teaching Methods
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Summary:The process of the mathematization of physical situations through differential calculus requires an understanding of the justification for and the meaning of the differential in the context of physics. In this work, four different conceptions about the differential in physics are identified and assessed according to their utility for the mathematization process. We also present an empirical study to probe the conceptions about the differential that are used by students in physics, as well students’ perceptions of how they are expected to use differential calculus in physics. The results support the claim that students have a quasi-exclusive conception of the differential as an infinitesimal increment and that they perceive that their teachers only expect them to use differential calculus in an algorithmic way, without a sound understanding of what are they doing and why. These results are related to the lack of attention paid by conventional physics teaching to the mathematization process. Finally, some proposals for action are put forward.
ISSN:0926-7220
1573-1901
DOI:10.1007/s11191-015-9757-7