Enhancing Integrated Learning of Physics and Mathematics in Secondary School

The interplay between mathematics and physics is a pivotal focus of physics education research. Our research into the challenges students encounter when using derivatives, integrals, and vectors in undergraduate physics courses has recently been extended to secondary schools, with the aim of developing research-based teaching activities. In this study, we report our work with a teacher learning community aimed at creating such activities. The Test of Calculus and Vectors in Mathematics and Physics, originally developed for university students and later adapted for secondary school students, was used both as a pre-/post-survey tool and as a catalyst for discussion. Teaching-learning activities were co-designed with the teachers. Specifically, we proposed using Uhden’s modeling cycle, augmented by the meaningful use of various representational forms, as a model for activity design. The project involved 260 students and 9 teachers from 4 schools. In addition to the test, we collected teachers’ logbooks and conducted interviews to gain insights into the progression of classroom activities. Our findings underscore the potential of an integrated mathematics-physics approach, but also highlight the crucial role of contextual factors and the specific ways in which collaboration is enacted to ensure its effectiveness. Professional development opportunities that foster authentic collaboration are therefore needed.