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Physics and mathematics learning outcomes have specific cognitive development implications. Can details emergent from cross-disciplinary investigation assist teachers in meeting inclusive education goals? Some empirical studies in the learning of physics have focused on gender gap reduction using interactive engagement (IE) learning environments. Other studies in the learning of mathematics have focused on ‘thinking mathematically’, particularly investigating student interpretations of symbols and expressions. A third group of studies examine IE classroom settings to better understand subject specific autonomy supportive interventions designed to engage the intrinsic motivation within students. This configurative systematic literature review synthesizes manuscripts on (a) mathematics/physics cognitive development, (b) subject specific autonomy supportive behavior, and (c) physics learning gender gap reduction. Is reasoning ability an important mediating factor in evaluating physics learning outcomes? This review has implications for researchers, supervisors, and teachers who are addressing subject specific instructional needs, or are continuing empirical research in physics learning. Supervisors of physics instructors need to have differentiated assessment instruments to negotiate responsibilities in clinical observation collaborative conferences. The purpose of this review is to bridge the pioneering work in mathematics and physics research; and inform concurrent investigations. It is recommended that future physics learning studies additionally measure mathematics reasoning ability using a concept inventory instrument designed to measure ‘structure sense’.

international journal of technology and inclusive education

A Systematic Review of Research: A Second Generation Instructional Design Lens on Physics, Autonomy Support, Gender Gap Reduction, and Measuring Mathematics Reasoning Ability