Mathematics in teaching and learning processes in Physics: functions and equations on the amount of motion study and conservation

Abstract

The present study aims at investigating the dialogical relation between meaningful learning in Math topics (Functions and Linear Equations) and meaningful learning in Physics (Linear Momentum and Conservation), in an attempt at trying to verify the contribution possibilities of these mathematical topics to the meaningful learning of Physics topics and, moreover, the possibilities of these topics to contribute for the meaningful learning of functions and linear equations in the field of mathematics. The theory of Meaningful Learning by David Ausubel, together with some theoretical points of the Theory of Conceptual Fields by Gérard Vergnaud, and the Mediation Theory by Lev Vygotsky comprised the theoretical basis for this investigation, regarding problem justification, analysis, and treatment of the data collected in this investigation. The research methodology was preferentially based on a qualitative focus of an interpretative and descriptive nature, notwithstanding taking into account some quantitative elements. Data were collected from a teaching intervention process in five classes at different High Schools of the Brazilian Educational System. Based on the analysis of results, conclusions were that although results had not been sufficiently consistent to enable building up a more convincing stand about the likely relation of a dialogical interference between the possible learning of mathematical and physical contents, findings led us to conclude that the learning processes emphasized here were not based on logical or rational considerations. This statement seems feasible since such reasons as lack of time for the development of the educational process to take place and the complexity of the conceptual fields are not substantially enough to evidence the occurrence of meaningful learning; or are not sufficiently logical to convince us that actual learning of the aforementioned contents has happened. Therefore, for reasons already presented, it seems rather difficult to make a clear statement about the existence of a reciprocal interference between mathematical and physical learning processes.