Aug 2026· Eurasia Journal of Mathematics, Science and Technology Education· Vol 22, pp. em2893· 0 citations· 60 references
Abstract
This article reports on the design and classroom implementation of interdisciplinary worksheets aimed at strengthening the relationship between mathematics and physics in upper-secondary education. Grounded in complementary theoretical perspectives—including the structural role of mathematics in physics, interdisciplinarity, covariational reasoning, and specific disciplinary topics—we developed six research-based activities on vectors, derivatives, and integrals and implemented them within a teacher learning community. Data from 203 grade-13 students include a baseline quantitative-reasoning assessment, a post-test on calculus and vectors, and item-level confidence ratings, complemented by teacher focus-group evidence. Results show improved alignment between confidence and performance and suggest a possible threshold effect, with gains emerging primarily for students who completed all six activities. Teachers reported that the worksheets acted as concrete boundary objects that made mathematics-physics connections instructionally actionable, while the community structure supported adaptation, reflection, and sustained interdisciplinary practice.
Fostering productive dispositions – positive beliefs, perseverance, and emotional engagement – is vital for student achievement in physics, mathematics, and integrated STEM learning. This study explores how rich tasks grounded in solving real-world problems, typically reported in mathematics education, can be used to s...
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This study investigates the scientific and methodological foundations of organizing independent learning in physics for engineering students at higher education institutions. The research addresses the challenge of developing effective self-directed learning competencies among students enrolled in technical programs, w...
Sanjar Jurakulov· Zamonaviy jamiyat va innovat...· 0 citations
Physics is often taught as a purely intellectual subject, disconnected from the body and emotional engagement, particularly in undergraduate STEM courses. In Milan, in the “Preparation of Didactical Experiences 1” course for master’s students in mathematics or physics, we integrated about 20 hours of embodied activitie...
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Mathematical proof is fundamental to mathematical reasoning and conceptual understanding, yet teaching proof remains challenging because learners must coordinate mathematical knowledge, logical reasoning, justification, and communication. This study investigated the challenges mathematics teachers encounter in addressi...
Rodrigo Paglomutan, Juliet Amar, Mary Ann Velasco et al.· International Journal of Int...· 0 citations
GBL is an effective and viable instructional strategy for teaching Mathematics 7 and its influence on learner performance and classroom instruction using a quasi-experimental non-equivalent control group design combined with a descriptive-evaluative approach.
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