Resumen

MEDINA PAREDES, Jhonny; CASTRO INOSTROZA, Angela  y  CASTILLO BRIONES, Camila. Integration approaches between mathematics and physics. Analysis of a Chilean curriculum. Horizontes Rev. Inv. Cs. Edu. [online]. 2022, vol.6, n.24, pp.919-932.  Epub 30-Jun-2022. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v6i24.386.

In Chile, the Ministry of Education has begun to encourage interdisciplinary work between mathematics and other STEM subjects, encouraging teachers to carry out integrated activities. This generates the need to analyze how the activities suggested in the national study programs could be used by teachers to move from interdisciplinary contextualization to the development of interdisciplinary learning. Using a qualitative approach, based on a content analysis, we analyze the case of the current mathematics study program for the first year of high school, with the objective of determining what integration approaches could be developed to integrate mathematics and physics using suggested activities. The results show, in the topics addressed, the lack of conceptual and procedural components that allow the development of integration approaches that generate deep learning in both disciplines. At the same time, there is evidence of the absence of guidelines for teachers to interdisciplinary contextualize these learning.

Palabras clave : Secondary education; physics education; mathematics education; curricular integration; interdisciplinarity.

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