Discursos sobre matematización de la física en estudiantes de didáctica de la física: estudio de caso

Abstract

Our main objective was to identify the presence of ideas of mathematics of physics in the teaching of physics, expressed by students of physics teaching, when they reflect on history, philosophy and epistemology of physics. We developed a case study in the context of a physics teaching seminar at a public university in Bogotá. It was a qualitative investigation based on non-participant observation during all semester sessions. Additionally we analyze the written materials produced by the students. To study the elaborated text we apply content analysis techniques with the help of Atlas-ti 7 software. Regarding the meanings of the mathematics of physics that these future teachers have, we can say that in the speeches of this group of students they present three categories of mathematization in the teaching of physics as follows: 22.3% related to Mathematical Modeling, based mainly on the use of equations; 2.17% related to Physical-Mathematical Processes, that is, formulation and corroboration of hypothesis; and 75.2% carried out with phenomenological approaches and then synthesized in a mathematical model. That is, when they talk about physics from history, philosophy and epistemology, the phenomenological analysis prevails, to a lesser extent they go to mathematical models and with very little presence they develop processes that simultaneously associate the physical sense of the equations with the characterization of the phenomenon.