Key concepts in physics and mathematics: Communication within and between subjects in engineering education

Related disciplines often address shared key concepts from different perspectives. These differences, such as notation, visualization, or emphasis in applications, can be perceived by students as obstacles or even threats to their educational progression.

The purpose of this project is to deepen understanding of the similarities and differences between mathematics and physics in the communication of shared conceptual content. Such insights may serve as a foundation for developing strategies to build bridges between teaching practices in the two disciplines. In a broader context, the project seeks to contribute to ongoing discussions in STEM education, where a national objective is to increase the number of students who successfully complete STEM programs.

The project is guided by the following research questions:

1) What forms of discourse concerning shared mathematical content are most prominent in the contexts of mathematics and physics?
2) What similarities and differences can be identified between mathematics and physics with respect to the discourse outlined in (1)?