Mathematics in physics classrooms: A case study on mathematical reasoning in relation to the notion of specific heat capacity

This study is part of a larger study of mathematics in physics teaching at upper secondary school. In this paper we focus on the use of mathematics in relation to the teaching of specific heat capacity of water. We report from two physics lessons with first-year students (lecture, problem solving, and labwork). One observation is the frequent technical use of mathematics during the lessons, which is consistent with the teachers view on the role of mathematics in physics teaching. Another observation is how mathematical notions are misrepresented when theoretical frameworks become dominant in the interpretation of data, e.g. notions as “points on a line”, “the equation of a line” or “function” with implied consequences for the students’ understanding of mathematics and physics. One conclusion is that more emphasis should be made on a structural use of mathematics, i.e., the meaning of concepts and models, in physics teaching.