Speaker
Description
The interrelationships between mathematics and physics in the context of teaching and learning physics are attributed in the literature to a distinct domain (hereinafter referred to as "Physmatics") that encopmasses unique skills and modes of thinking. Students are known to exhibit difficulties with respect to this domain. In this study we analyzed videotaped lessons in order to identify, classify and categorize indications of such difficulties among high school students, and, in parallel, physics teachers physmatic skills during teaching. Our analysis resulted with two categorization systems: one is based on existing models and one constructed bottom-up. We conclude with insights into how this double categorization will contribute to better instruction
