Abstract:
The performance of mathematics and physical science students are very low in
South Africa. These students lack algebraic knowledge and skills in physics
education. They tend to treat mathematics and science as separate entities; to them
the two subjects are not related. Even the teachers seem not to realise the
interrelationship of the two subjects, because according to the research, they
perpetuate this attitude. A possible reason could be that they are unfamiliar with
common objectives and applications.
Knowledge of science is enhanced by the application of mathematics, but the role of
mathematical knowledge and skills in the understanding of physical science is
uncertain. Even in the new National Curriculum Statement (NCS) of South Africa the
relationship between mathematics and physical science is not clearly indicated.
Algebraic language is a main tool used in physics, but students still display a lack of
understanding of mathematical concepts and problem solving skills.
The study was aimed at identifying the mathematical knowledge and skills that would
enable students to solve physics problems in grades 11 and 12. The aim was also to
identify the specific problems experienced by students in applying these skills and
knowledge in physics at grades 11 and 12 level. The empirical study was conducted
amongst a group of 120 students in four schools in the Rustenburg Region, North-
West Province, South Africa and 28 teachers of which 10 were from these schools
and 18 were teachers participating in the Sediba project of the North-West
University. The investigation was done by means of a self constructed test and
questionnaires. The results indicate that the biggest problem lies with a lack of
conceptual knowledge, especially with a basic understanding of proportional
reasoning. Other problems were identified and possible remedies proposed.
