The Interface Between the Contents of Physics and Mathematics

Abstract

Physics and mathematics are different academia developed by applying different methods and ways of inquiring that resulted in their unique core content knowledge. Subsequently, each subject required different delivery methods. There is though a robust epistemological overlay between these subjects, and exemplifying these intersections is one of this book’s goals. Establishing such a curriculum alignment within the physics scope prompted reaching out to mathematics education and pinpointing these mathematical concepts and ideas that support empirical-mathematical covariate reasoning. Realizing the instrumental role of the mathematics structural domain in understanding physics is a step toward achieving research recommendations and inducing a research-based approach to use these methods in physics teaching is seen as a compelling task. It is hypothesized that setting up such an aim will allow for a more precise identification of the math knowledge and thus empower physics teachers and students with more robust knowledge and skills. This enterprise’s far-reaching goal is to develop a notion that mathematics is applied not only to quantify physics phenomena parameters but also to exemplify covariate thinking and scientific analysis beyond the boundary of the classroom.