In the proposed integration of the different branches of STEM (science, technology, engineering and mathematics) education, one area of concern for researchers studying the didactics of mathematics is that mathematical modeling should play more of a central role in the processes involved in said integration, and how spontaneous representations are involved in this process. The literature shows that many physics and mathematics students experience problems in learning concepts linked to both kinematics and mathematics. We emphasize the cognitive problems students experience in modeling process when converting one scientific concept to a mathematical interpretation. We present an instructional design that is directly related to the problems experienced by pre-university and university students in learning kinematic concepts and their relationship with mathematics. The proposal outlined in the present study is drawn from some results of design-based research using the ACODESA method and includes the use of technology for promoting a better understanding of physical phenomena and providing support for modeling, thus creating a bridge between mathematical and physical concepts.

kinematics, calculus teaching and learning, ACODESA, semiotic representations, design research.

Received: June 8, 2022; Revised: August 16, 2022; Accepted: September 14, 2022; Published: September 24, 2022

How to cite this article: Fernando Hitt, José Luis Soto Munguía, César Fabián Romero Félix and María Teresa Dávila Araiza, Reflection on the STEM integration between concepts of kinematics and calculus, Far East Journal of Mathematical Education 23 (2022), 57-96. http://dx.doi.org/10.17654/0973563122013

This Open Access Article is Licensed under Creative Commons Attribution 4.0 International License

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