Integración del pensamiento matemático y físico: estrategias educativas para articular el aprendizaje de Precálculo y Física I en la formación universitaria inicial.
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| Title: | Integración del pensamiento matemático y físico: estrategias educativas para articular el aprendizaje de Precálculo y Física I en la formación universitaria inicial. |
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| Alternate Title: | Integration of Mathematical and Physical Thinking: Educational Strategies to Articulate the Learning of Precalculus and Physics I in Early University Education. Integração do pensamento matemático e físico: estratégias educacionais para articular a aprendizagem de pré-cálculo e física I no ensino universitário inicial. |
| Authors: | Maldonado, Marco Vinicio Añazco1 marco.anazcom@ug.edu.ec, Arízabal, Segundo Bienvenido Camatón2 segundo.camatona@ug.edu.ec, Rodríguez, Jorge Wilson Flores3 wilson.floresr@ug.edu.ec, Noboa, Jorge Washington Encalada4 jorge.encaladan@ug.edu.ec |
| Source: | Revista Iberoamericana de la Educación. Oct-Dec2025, Vol. 9 Issue 4, p192-208. 17p. |
| Subject Terms: | *Interdisciplinary education, *STEM education, *Experiential learning, *Active learning, Physics, Mathematical analysis, Scientific models, Quantitative research |
| Abstract (English): | The integration of mathematical and physical thinking represents a crucial challenge in early university education. The fragmented teaching of Precalculus and Physics I often generates conceptual transfer difficulties, preventing students from applying mathematical foundations to the understanding of physical phenomena. This article proposes an integrative methodological framework based on scientific modeling, interdisciplinary co-teaching, and the use of interactive technologies. Through theoretical analysis and the design of instructional strategies, it outlines a learning sequence that connects content from both courses, fostering epistemological coherence and the development of representational competence. Expected results, supported by previous empirical evidence, indicate significant improvements in conceptual understanding, motivation, and interdisciplinary knowledge transfer. A projected 40% increase in conceptual performance is anticipated in the experimental group compared with traditional instruction, attributed to the coordinated use of modeling, active learning, and simulations. The conclusions emphasize that the integration between Precalculus and Physics I should be institutionalized as an academic policy promoting scientific thinking, deep understanding, and comprehensive student formation. The study provides a replicable model for higher education--especially in STEM programs--where interdisciplinary understanding constitutes an essential competence for meaningful learning and educational innovation. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La articulación entre el pensamiento matemático y el pensamiento físico representa un desafío crucial en la formación universitaria inicial. La enseñanza fragmentada de Precálculo y Física I suele generar dificultades de transferencia conceptual, impidiendo que los estudiantes apliquen los fundamentos matemáticos a la comprensión de fenómenos físicos. Este artículo propone un marco metodológico integrador sustentado en la modelización, la co-enseñanza interdisciplinaria y el uso de tecnologías interactivas. Mediante una revisión teórica y el diseño de estrategias instruccionales, se plantea una secuencia de aprendizaje que conecta contenidos de ambas asignaturas, favoreciendo la coherencia epistemológica y el desarrollo de la competencia representacional. Los resultados esperados, basados en evidencias previas, sugieren mejoras significativas en la comprensión conceptual, la motivación y la transferencia interdisciplinaria del conocimiento. Se proyecta un incremento del 40 % en el rendimiento conceptual del grupo experimental frente al tradicional, atribuible al uso coordinado de modelización, aprendizaje activo y simulaciones. Las conclusiones destacan que la integración entre Precálculo y Física I debe institucionalizarse como una política académica que promueva el pensamiento científico, la comprensión profunda y la formación integral del estudiantado. El estudio aporta un modelo replicable para la educación superior, especialmente en carreras STEM, donde la comprensión interdisciplinaria constituye una competencia esencial para el aprendizaje significativo y la innovación educativa. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | A integração do pensamento matemático e físico representa um desafio crucial no ensino universitário inicial. O ensino fragmentado de Pré-cálculo e Física I muitas vezes gera dificuldades de transferência conceitual, impedindo os alunos de aplicar os fundamentos matemáticos à compreensão dos fenómenos físicos. Este artigo propõe um quadro metodológico integrativo baseado na modelagem científica, no co-ensino interdisciplinar e no uso de tecnologias interativas. Através da análise teórica e da conceção de estratégias pedagógicas, ele descreve uma sequência de aprendizagem que conecta o conteúdo de ambas as disciplinas, promovendo a coerência epistemológica e o desenvolvimento da competência representacional. Os resultados esperados, apoiados por evidências empíricas anteriores, indicam melhorias significativas na compreensão conceitual, motivação e transferência de conhecimento interdisciplinar. Prevê-se um aumento de 40% no desempenho conceitual no grupo experimental em comparação com o ensino tradicional, atribuído ao uso coordenado de modelagem, aprendizagem ativa e simulações. As conclusões enfatizam que a integração entre Pré-cálculo e Física I deve ser institucionalizada como uma política académica que promova o pensamento científico, a compreensão profunda e a formação abrangente dos alunos. O estudo fornece um modelo replicável para o ensino superior -- especialmente em programas STEM -- onde a compreensão interdisciplinar constitui uma competência essencial para uma aprendizagem significativa e inovação educacional. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | The integration of mathematical and physical thinking represents a crucial challenge in early university education. The fragmented teaching of Precalculus and Physics I often generates conceptual transfer difficulties, preventing students from applying mathematical foundations to the understanding of physical phenomena. This article proposes an integrative methodological framework based on scientific modeling, interdisciplinary co-teaching, and the use of interactive technologies. Through theoretical analysis and the design of instructional strategies, it outlines a learning sequence that connects content from both courses, fostering epistemological coherence and the development of representational competence. Expected results, supported by previous empirical evidence, indicate significant improvements in conceptual understanding, motivation, and interdisciplinary knowledge transfer. A projected 40% increase in conceptual performance is anticipated in the experimental group compared with traditional instruction, attributed to the coordinated use of modeling, active learning, and simulations. The conclusions emphasize that the integration between Precalculus and Physics I should be institutionalized as an academic policy promoting scientific thinking, deep understanding, and comprehensive student formation. The study provides a replicable model for higher education--especially in STEM programs--where interdisciplinary understanding constitutes an essential competence for meaningful learning and educational innovation. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 2737632X |
| DOI: | 10.31876/rie.v9i4.329 |
