Monitoring PCK physics teachers’ strategies for Math and Physics Languages Integration: the teacher footprint.

Abstract The last twenty years of research in Physics Education have underlined the important role so-called Phys-Math interplay. lack students’ ability, at different ages and levels, to construct mathematical model physical processes or describe meaning constructs has been emphasized. main work is currently attributing this difficulty way which these subjects are taught, with a direct connection teachers’ Pedagogical Content Knowledge (PCK). purpose present investigation examine physics PCK interplay early stage study. To aim, classes’ activities high schools observed. We report here results such observations, focusing particular integration two disciplines’ languages.