RUME 27
2025
Alexandria, Virginia
Students' Perceptions of Differences Between Physics and Mathematics Classes
Page: 117
Student learning of physics is built on a foundation of mathematical knowledge. Accordingly, physics education research has devoted much study to students’ use of specific mathematical content in specific physics contexts. More generally, though, students also experience various “cultural” differences between the (mathematics) courses where they learn this content and the (physics) courses where they apply it. Researchers have discussed these cultural differences, but to our knowledge they have not investigated whether students are aware of them, or students’ beliefs about how these differences may affect their learning. We used a survey questionnaire and individual interviews to study this in a group of math-physics double majors (or majors in one with minors in the other). These students are indeed aware of many such cultural differences, cite many classroom examples, and have strategies to cope with them.