@article {MATHEDUC.06460742,
editor = {Karam, Ricardo},
title = {Introduction of the thematic issue on the interplay of physics and mathematics.},
year = {2015},
journal = {Science \& Education},
volume = {24},
number = {5-6},
issn = {0926-7220},
pages = {487-494},
publisher = {Springer Netherlands, Dordrecht},
doi = {10.1007/s11191-015-9763-9},
abstract = {From the text: Since their beginnings in the ancient world, physics (natural philosophy) and mathematics have been deeply interrelated, and this mutual influence has played an essential role in both their developments as illustrated in the quotations above. However, the image typically found in educational contexts is often quite different. In physics education, it is usual to find mathematics being seen as a mere tool to describe and calculate, whereas in mathematics education, physics is commonly viewed as a possible context for the application of mathematical concepts that were previously defined abstractly. This dichotomy creates significant learning problems for the students. They have a hard time understanding where mathematical concepts come from and why physics has little to do with their experiential world.},
msc2010 = {A60xx (A30xx M50xx)},
identifier = {2015d.00052},
}