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dc.contributor.authorHernández Armenta, Itzel
dc.contributor.authorde la Garza, Jorge Eugenio
dc.contributor.authorDominguez, Angeles
dc.description.abstractMathematics and physics concepts have been closely interrelated since their formal beginnings in ancient times. Moreover, from a wide variety of perspectives, it is possible to identify that the understanding of physics progressed as more complex mathematical ideas became available. In pedagogical practice, there are many instances where the teaching of one of these disciplines might obstruct the understanding of the other; this problem, combined with the difficulty of teaching them inside or outside a classroom, produces a ripe opportunity for educative improvement. After a significant experience of teaching an integrated physics-math course for freshmen undergraduate students, a number of inconsistencies were identified and previously reported. One of those inconsistencies is a trap rooted in language, and it creates worrying cognitive conflicts that interfere with students’ learning. Specifically, the use by teachers of different names for the same concepts or ideas (perhaps because they look to relate specific concepts to everyday language) might be helping misconceptions to prevail. In this work, the authors focused on the analysis of terms like mass, force, and torque. To do this, they analyzed various research sources and texts to identify the roots of different names for similar concepts and their uses, and they considered the consequences of differing terminology and meaning to the construction of complex thinking. Raising awareness about the inconsistencies of terminology in mathematics and physics and the resulting consequences is the primary objective of this study. This work was motivated by an authentic concern to facilitate the learning and comprehension of these subjects by students. Accordingly, the authors issue a call for action for a transformation in the teaching and learning of physics and mathematics through reflection on better use of terminology in these fields, so that the terms are negotiated between the disciplines, which results in precise descriptions of what is being taught, free of inconsistencies, confusion, and conflict.es_MX
dc.formatEn Extenso / In Extensoes_MX
dc.rightsOpen Accesses_MX
dc.titleTowards a Full Integration of Physics and Math Concepts: Words vs Meaningses_MX
dc.typeArtículo de Conferencia / Conference Articlees_MX
dc.conference.name126th ASEE Conference and Expositiones_MX
dc.conference.hostAmerican Society for Engineering Educationes_MX
dc.conference.locationSalt Lake City, UTes_MX
dc.subject.keywordPhysics and math integrationes_MX
dc.subject.keywordeducational innovationes_MX
dc.subject.keywordwords and meaninges_MX
dc.subject.keywordconflicts in physics and math terminologieses_MX
dc.subject.keywordinterdisciplinary negotiationes_MX
dc.subject.keywordlanguage of math and physicses_MX
dc.contributor.affiliationInstituto Tecnológico y de Estudios Superiores de Monterreyes_MX
dc.subject.disciplineCiencias / Scienceses_MX

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