Abstract
In mathematics, students learn about vectors and translation, and in physics, they model forces, speed, acceleration, etc., with vectors and study movements of translation. Do they make the connection between these concepts introduced in different disciplines or do they put things in separate boxes? In this paper, we will start with some partial considerations on the history of vectors and we will give some references. Then, we will show some examples of naïve illustrations of vectors from physics in mathematics textbooks. We will then present a non-conventional example and the difficulties it created for both mathematics and physics teachers. Finally, we will develop an example of a possible collaboration between teachers of both disciplines in relation to movement of translation.
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Notes
- 1.
He analyzed textbooks of last year of lower secondary and first year of upper secondary (age 15–16 years old) which is when vectors are introduced in the mathematics curriculum in France, while forces and velocity are introduced only in the two first years of upper secondary school.
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Dorier, JL. (2022). Some Didactical Issues About the Teaching of Vectors and Translations in Mathematics and Physics Based on a Historical Approach. In: Michelsen, C., Beckmann, A., Freiman, V., Jankvist, U.T., Savard, A. (eds) Mathematics and Its Connections to the Arts and Sciences (MACAS). Mathematics Education in the Digital Era, vol 19. Springer, Cham. https://doi.org/10.1007/978-3-031-10518-0_19
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