INCREASING THE COHERENCE BETWEEN MATHEMATICS AND PHYSICS IN SECONDARY EDUCATION: A CASE STUDY

Abstract

Many secondary school students do not perceive mathematics and physics as being coherent. Knowledge and skills that have been discussed during mathematics class are not recognised and therefore not used by students during other classes. The aim of this qualitative study is to identify design parameters which can lead to a product enhancing coherence in physics and mathematics education. Literature stresses the importance of: (a) intradisciplinarity, (b) interdisciplinarity, and (c) integration. A semi-experimental qualitative study was conducted at a medium-sized secondary school in the Netherlands. Fourteen students aged 15 – 16, two physics teachers and two mathematics teachers were interviewed about perceived coherence between physics and mathematics classes on the topic of kinematics. After transcribing and coding, the results were used to supplement the literature findings in order to design two products: A Physics Heuristics Guide and a Mathematics versus Physics Overview. After using these products in class, students and teachers were interviewed again. It was found that coherence indeed seemed to be improved because content overlap was emphasised (both differences and similarities), communication between disciplines was promoted, best practices were implemented, and the planning of overlapping topics was coordinated. Implications and recommendations are discussed.