Open AccessProject based pedagogy in the development of physical-mathematical thinking
Author(s) -
Henry de Jesús Gallardo Pérez,
Daniel Villamizar Jaimes,
Ernesto Felipe Novillo Maldonado
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1674/1/012013
Subject(s) - abstraction , mathematics education , consolidation (business) , representation (politics) , context (archaeology) , test (biology) , computer science , mathematics , epistemology , business , biology , paleontology , philosophy , accounting , politics , political science , law
Physical-mathematical thinking is the visible representation of the relationship between physics and mathematics. It is based on the development of the five types of mathematical thinking and leads to the consolidation of the learning of physics through the construction, interpretation, abstraction and consolidation of meanings for the teacher and the student about physical phenomena. The work allows for the implementation of a pedagogical strategy based on project-based pedagogy, which facilitates the development and application of mathematical algorithms for the analysis, understanding and explanation of physics by students in the context of collaborative field work. The study is framed in the quantitative paradigm, in a quasi-experimental design, working with control and experimental groups. Pre-test is applied to identify the development of physical-mathematical thinking in students and as a support to the design of the intervention proposal. Once the proposal is developed, the results are evaluated by means of a post-test that allows identifying significant improvements in the students’ physical-mathematical thinking.