Negotiating the Boundaries between Mathematics and Physics

Autor/in	Radtka, Catherine
Titel	Negotiating the Boundaries between Mathematics and Physics
Quelle	In: Science & Education, 24 (2015) 5-6, S.725-748 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-015-9760-z
Schlagwörter	Mathematics Instruction; Science Instruction; Textbooks; Educational History; Middle School Students; Foreign Countries; Textbook Content; Audiences; Cultural Influences; Physics; France + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Textbook; Text book; Schulbuch; Lehrbuch; History of education; Bildungsgeschichte; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Lehrbuchtext; Spectator; Zuschauer; Cultural influence; Kultureinfluss; Physik; Frankreich
Abstract	This paper examines physics and mathematics textbooks published in France at the end of the 1950s and at the beginning of the 1960s for children aged 11-15 years old. It argues that at this "middle school" level, textbooks contributed to shape cultural representations of both disciplines and their mutual boundaries through their contents and their material aspect. Further, this paper argues that far from presenting clearly delimited subjects, late 1950s textbooks offered possible connections between mathematics and physics. It highlights that such connections depended upon the type of schools the textbooks aimed at, at a time when educational organization still differentiated pupils of this age. It thus stresses how the audience and its projected aptitudes and needs, as well as the cultural teaching traditions of the teachers in charge, were inseparable from the diverse conceptions of mathematics and physics and their relationships promoted through textbooks of the time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01