Fantoni, Matteo
(2022)

*Problems in physics and mathematics contexts with middle and high school classes: vertical and horizontal comparison.*
[Laurea magistrale], Università di Bologna, Corso di Studio in

Physics [LM-DM270]

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## Abstract

My thesis falls within the framework of physics education and teaching of mathematics.
The objective of this report was made possible by using geometrical (in mathematics) and qualitative (in physics) problems. We have prepared four (resp. three) open answer exercises for mathematics (resp. physics). The test batch has been selected across two different school phases: end of the middle school (third year, 8\textsuperscript{th} grade) and beginning of high school (second and third year, 10\textsuperscript{th} and 11\textsuperscript{th} grades respectively).
High school students achieved the best results in almost every problem, but 10\textsuperscript{th} grade students got the best overall results. Moreover, a clear tendency to not even try qualitative problems resolution has emerged from the first collection of graphs, regardless of subject and grade.
In order to improve students' problem-solving skills, it is worth to invest on vertical learning and spiral curricula. It would make sense to establish a stronger and clearer connection between physics and mathematical knowledge through an interdisciplinary approach.

Abstract

My thesis falls within the framework of physics education and teaching of mathematics.
The objective of this report was made possible by using geometrical (in mathematics) and qualitative (in physics) problems. We have prepared four (resp. three) open answer exercises for mathematics (resp. physics). The test batch has been selected across two different school phases: end of the middle school (third year, 8\textsuperscript{th} grade) and beginning of high school (second and third year, 10\textsuperscript{th} and 11\textsuperscript{th} grades respectively).
High school students achieved the best results in almost every problem, but 10\textsuperscript{th} grade students got the best overall results. Moreover, a clear tendency to not even try qualitative problems resolution has emerged from the first collection of graphs, regardless of subject and grade.
In order to improve students' problem-solving skills, it is worth to invest on vertical learning and spiral curricula. It would make sense to establish a stronger and clearer connection between physics and mathematical knowledge through an interdisciplinary approach.

Tipologia del documento

Tesi di laurea
(Laurea magistrale)

Autore della tesi

Fantoni, Matteo

Relatore della tesi

Correlatore della tesi

Scuola

Corso di studio

Indirizzo

DIDATTICA E STORIA DELLA FISICA

Ordinamento Cds

DM270

Parole chiave

generalization,abstraction,physics problems,mathematics problems,comparison,middle and high school

Data di discussione della Tesi

28 Ottobre 2022

URI

## Altri metadati

Tipologia del documento

Tesi di laurea
(NON SPECIFICATO)

Autore della tesi

Fantoni, Matteo

Relatore della tesi

Correlatore della tesi

Scuola

Corso di studio

Indirizzo

DIDATTICA E STORIA DELLA FISICA

Ordinamento Cds

DM270

Parole chiave

generalization,abstraction,physics problems,mathematics problems,comparison,middle and high school

Data di discussione della Tesi

28 Ottobre 2022

URI

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