Physics and mathematics as interrelated fields of thought development using acceleration as an example

Abstract

Students of all ages struggle with physics not only due to the complexities of the subject, but also due to inadequacies with their skills and knowledge of mathematics. The teaching of the physical sciences at school level presupposes that the foundation building blocks (e.g. position, length, angle and time) are put in place in mathematics classes at lower school levels. By the time the student reaches secondary school, the endeavour is to develop scientific concepts (e.g. velocity and acceleration) that are a combination of the foundation building blocks. The utilization of a spatial operational capacity model for the development of visual and spatial skills is proposed. It reflects the complexity of the interaction between physics/science and mathematics, and endeavours to assist in the design of appropriate learning activities and materials for the development of specific scientific concepts using acceleration as an example.

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