Paper in proceedings, 2015

It is widely accepted that mathematical competence is of great importance when learning physics. This paper focuses on one aspects of mathematical competence, namely mathematical reasoning, and how this competency influences students‘ success in physics. Mathematical reasoning required to solve tasks in physics tests, within a national testing system, is separated into imitative and creative mathematical reasoning. The results show that students lacking the ability to reason creatively are more likely not to do well on national physics test, thus not fully mastering the physics curricula. It is further discussed how the high demands of creative mathematical reasoning in physics tests stand in contrast to what is known about the educational practices in mathematics and physics in upper secondary school

University of Gothenburg

Chalmers, Mathematical Sciences

Vol. Vol. 3 121-128

Educational Sciences

978-1-86295-829-6