Mathematics in physics education: scanning historical evolution of the differential to find a more appropriate model for teaching differential calculus in physics

Please use this identifier to cite or link to this item: http://hdl.handle.net/10045/2777
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dc.contributorDidáctica de las Ciencias y la Tecnologíaen
dc.contributor.authorMartínez-Torregrosa, Joaquín-
dc.contributor.authorLópez Gay, Rafael-
dc.contributor.authorGras Martí, Albert-
dc.contributor.otherUniversidad de Alicante. Departamento de Didáctica General y Didácticas Específicasen
dc.contributor.otherInstituto de Enseñanza Secundaria "Nicolás Salmerón" (Almería)en
dc.contributor.otherUniversidad de Alicante. Departamento de Física Aplicadaen
dc.date.accessioned2007-11-05T07:19:38Z-
dc.date.available2007-11-05T07:19:38Z-
dc.date.created2006-
dc.date.issued2006-02-
dc.identifier.citationMARTÍNEZ TORREGROSA, Joaquín; LÓPEZ GAY, Rafael; GRAS MARTÍ, Albert. "Mathematics in physics education: scanning historical evolution of the differential to find a more appropriate model for teaching differential calculus in physics". Science & Education. Vol. 15, No. 5 (Febr. 2006). ISSN 0926-7220, pp. 447-462en
dc.identifier.issn0926-7220-
dc.identifier.urihttp://hdl.handle.net/10045/2777-
dc.description.abstractDespite its frequent use, there is little understanding of the concept of differential among upper high school and undergraduate students of physics. As a first step to identify the origin of this situation and to revert it, we have done a historic and epistemological study aimed at clarifying the role and the meaning of the differential in physics and at improving curricular and teaching models in the sense of Gilbert et al. (Gilbert J.K., Boulter C., & Rutherford, M.: 1998a, International Journal of Science Education 20(1), 83–97, Gilbert J.K., Boulter C., & Rutherford, M.: 1998b, International Journal of Science Education 20(2),187–203). We describe the contributions of Leibniz and Cauchy and stress their shortcomings, which are overcome by the alternative definition proposed by the French mathematician Frechet, dating from early 20th century. As a result of this study, we answer to some fundamental questions related to a proper understanding of the differential in physics education(for 17–19 years old students).en
dc.languageengen
dc.publisherSpringer Netherlandsen
dc.relation.ispartofseriesEnseñanza problematizadaen
dc.relation.ispartofseries003en
dc.rightsThe original publication is available at www.springerlink.comen
dc.subjectMathematics in physics educationen
dc.subjectConceptual changeen
dc.subject.otherDidáctica de las Ciencias Experimentalesen
dc.subject.otherFísica Aplicadaen
dc.titleMathematics in physics education: scanning historical evolution of the differential to find a more appropriate model for teaching differential calculus in physicsen
dc.typeinfo:eu-repo/semantics/articleen
dc.peerreviewedsien
dc.identifier.doi10.1007/s11191-005-0258-y-
dc.relation.publisherversionhttp://dx.doi.org/10.1007/s11191-005-0258-y-
dc.rights.accessRightsinfo:eu-repo/semantics/restrictedAccess-
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