Bridging mathematics and physics: From theoretical frameworks to classroom practice

Stefania Lippiello; Ornella Pantano; Marta Carli

doi:10.29333/ejmste/19087

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Stefania Lippiello ¹ ² ^* , Ornella Pantano ¹ , Marta Carli ¹

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¹ Department of Physics and Astronomy, University of Padova, Padova, ITALY² Liceo Jacopo da Ponte, Bassano del Grappa, ITALY^* Corresponding Author

Abstract

This article reports on the design and classroom implementation of interdisciplinary worksheets aimed at strengthening the relationship between mathematics and physics in upper-secondary education. Grounded in complementary theoretical perspectives—including the structural role of mathematics in physics, interdisciplinarity, covariational reasoning, and specific disciplinary topics—we developed six research-based activities on vectors, derivatives, and integrals and implemented them within a teacher learning community. Data from 203 grade-13 students include a baseline quantitative-reasoning assessment, a post-test on calculus and vectors, and item-level confidence ratings, complemented by teacher focus-group evidence. Results show improved alignment between confidence and performance and suggest a possible threshold effect, with gains emerging primarily for students who completed all six activities. Teachers reported that the worksheets acted as concrete boundary objects that made mathematics-physics connections instructionally actionable, while the community structure supported adaptation, reflection, and sustained interdisciplinary practice.

Keywords

physics education
mathematics education
interdisciplinarity in STEM
confidence
teacher learning community
upper-secondary education

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 22, Issue 8, August 2026, Article No: em2893

https://doi.org/10.29333/ejmste/19087

Publication date: 06 Aug 2026

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Article Downloads: 8

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How to cite this article

APA

Lippiello, S., Pantano, O., & Carli, M. (2026). Bridging mathematics and physics: From theoretical frameworks to classroom practice. Eurasia Journal of Mathematics, Science and Technology Education, 22(8), em2893. https://doi.org/10.29333/ejmste/19087

Vancouver

Lippiello S, Pantano O, Carli M. Bridging mathematics and physics: From theoretical frameworks to classroom practice. EURASIA J Math Sci Tech Ed. 2026;22(8):em2893. https://doi.org/10.29333/ejmste/19087

AMA

Lippiello S, Pantano O, Carli M. Bridging mathematics and physics: From theoretical frameworks to classroom practice. EURASIA J Math Sci Tech Ed. 2026;22(8), em2893. https://doi.org/10.29333/ejmste/19087

Chicago

Lippiello, Stefania, Ornella Pantano, and Marta Carli. "Bridging mathematics and physics: From theoretical frameworks to classroom practice". Eurasia Journal of Mathematics, Science and Technology Education 2026 22 no. 8 (2026): em2893. https://doi.org/10.29333/ejmste/19087

Harvard

Lippiello, S., Pantano, O., and Carli, M. (2026). Bridging mathematics and physics: From theoretical frameworks to classroom practice. Eurasia Journal of Mathematics, Science and Technology Education, 22(8), em2893. https://doi.org/10.29333/ejmste/19087

MLA

Lippiello, Stefania et al. "Bridging mathematics and physics: From theoretical frameworks to classroom practice". Eurasia Journal of Mathematics, Science and Technology Education, vol. 22, no. 8, 2026, em2893. https://doi.org/10.29333/ejmste/19087