Speaker
Description
Abstract. The transfer of mathematics to physics remains challenging in secondary education. This presentation focuses on four factors hindering transfer: compartmentalized thinking, mismatch in pedagogical approaches, differing teacher beliefs, and a lack of mathematical proficiency. Key design principles for enhancing this transfer include limited intervention in physics textbooks, involving activation of prior mathematical knowledge, applying mathematics in a rule-based manner rather than relying on ad-hoc strategies (‘tricks’), and providing strategic hints to guide students effectively towards solutions. These design principles strengthen students' transfer of mathematics to physics and support insight in the underlying mathematics rather than using ‘tricks’.
| Education level | Age 15-18 (Secondary education) |
|---|---|
| Physics topic | Other |
| Research focus | Active learning |
| Research method | Educational design research (Qualitative research) |
| Organizing preference criteria | Track |
