Bridging mathematics and physics: From theoretical frameworks to classroom practice

This article reports on the design and classroom implementation of interdisciplinary worksheets aimed at strengthening the relationship between mathematics and physics in upper-secondary education. Grounded in complementary theoretical perspectives—including the structural role of mathematics in physics, interdisciplinarity, covariational reasoning, and specific disciplinary topics—we developed six research-based activities on vectors, derivatives, and integrals and implemented them within a teacher learning community. Data from 203 grade-13 students include a baseline quantitative-reasoning assessment, a post-test on calculus and vectors, and item-level confidence ratings, complemented by teacher focus-group evidence. Results show improved alignment between confidence and performance and suggest a possible threshold effect, with gains emerging primarily for students who completed all six activities. Teachers reported that the worksheets acted as concrete boundary objects that made mathematics-physics connections instructionally actionable, while the community structure supported adaptation, reflection, and sustained interdisciplinary practice.