Simple equations in physics

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Abstract
Experience shows that many pupils find difficulty with quantitative aspects of physics. While the truth of this statement appears self evident, it nevertheless fails to indicate anything other than a most diffuse approach to improving the situation, e.g., to be more successful in developing pupils’ mathematical ability. The role of mathematics in enhancing, supporting or limiting progress in learning physics is a complex one. However, some specificity is required if epistemological and pedagogical changes are sought to reduce learning difficulties. This is not easy to achieve. In the present paper performance on a number of assessment items used by the Assessment of Performance Unit (APU) is presented to explore one aspect of the relationship between ability in mathematics and learning in physics. The evidence presented suggests that this aspect, namely using expressions of the type a = b/c, need not in itself be a limiting factor.

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