Pre-Service Physics Teachers' Developing Views on the Role of Mathematics in the Teaching and Learning of Physics

Autor/inn/en	de Winter, James; Airey, John
Titel	Pre-Service Physics Teachers' Developing Views on the Role of Mathematics in the Teaching and Learning of Physics
Quelle	In: Physics Education, 57 (2022) 6, Artikel 065007 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Winter, James) ORCID (Airey, John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-9120
Schlagwörter	Preservice Teachers; Science Teachers; Physics; Student Attitudes; Mathematics; Science Instruction; Attitude Change; Knowledge Base for Teaching; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Physik; Schülerverhalten; Mathematik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Attitudinal change; Einstellungsänderung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehramtsstudiengang; Lehrerausbildung
Abstract	This qualitative, questionnaire and interview-based study explores how pre-service physics teachers think about the role that mathematics plays in the teaching and learning of physics at university and school level and whether these views change during their pre-service teacher education. Many of the pre-service teachers were aware of the complex relationship between these two subjects at university level, noting that success in mathematics can often mask a lack of conceptual understanding in physics and that there can be a disconnect between the physics and mathematical aspects of undergraduate courses. At school level, many stressed the importance of a focus on conceptual understanding and that technical competence in mathematics lessons does not always transfer to physics lessons. Almost all the pre-service physics teachers changed their views during the year, often in response to their classroom experiences. As they became more attuned to the difficulties students faced with respect to the mathematical challenges involved in learning physics, many took a more pragmatic position that balanced the role of mathematics in physics with acceptance that they must respond to student needs. We suggest that these changing views can be framed in terms of two "re-orientations." A disciplinary re-orientation where the role that mathematics plays in order to be successful in physics is reassessed, and a pedagogical re-orientation that attends to pragmatic, teaching considerations. We recommend that direct attention to the role of mathematics in school physics should be an integral part of pre-service physics teacher education in order to encourage these re-orientations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01