Literatuur

• Bagno, E., Berger, H., & Eylon, B-S. (2008). Meeting the challenge of students’ understanding of formulae in high-school physics: a learning tool. Physics Education, 43, 1, 75-82.
• https://iopscience.iop.org/article/10.1088/0031-9120/43/01/008/pdf
• Bain, K., Rodriguez, J-M.C. & Towns, M.H. (2019). Chemistry and Mathematics: Research and Frameworks To Explore Student Reasoning. Journal of Chemical Education, 96, 2086-2096.
• http://pubs.acs.org/action/showCitFormats?doi=10.1021/acs.jchemed.9b00523
• Bos, J. (2025). Kwalitatief redeneren met formules. Een combinatie van wiskunde en natuurkunde. NVOX, maart, p 46-48. https://newsroom.nvon.nl/files/default/NVOX25_TDS_nr-3-def-.pdf
• Carlson, M., Jacobs, S., Coe, E., Larsen, S., & Hsu, E. (2002). Applying covariational reasoning while modeling dynamic events: A framework and a study.Journal for Research in Mathematics Education, 33(5), 352– https://doi.org/10.2307/4149958
• Eijkelhof, H. & Kop, P. (2024). Wiskundige formules in natuurwetenschappen en wiskunde. NVOX, April, 11-13. https://newsroom.nvon.nl/files/default/11-13-Wiskundige-formules-in-natuurwetenschappen-en-wiskunde-NVOX-4-2024.pdf
• Geyer, M.A., & Kuske-Jansen, W. (2019). Mathematical representations in physics lessons. Mathematics in Physics Education, pp 75-102. https://link.springer.com/chapter/10.1007/978-3-030-04627-9_4
• Heck, A. & Buuren, O. van (2019). Students’ understanding of algebraic concepts. In: G. Pospiech, M. Michelini & B-S. Eylon (Eds.), Mathematics in Physics Education (pp 53-74). Cham: Springer. https://dx.doi.org/10.1007/978-3-030-04627-9_3
• Heuvel, F. van den (2005). Samenhang? Moeilijk! Euclides, 80-7, 354-358. https://archief.vakbladeuclides.nl/bestanden/080_2004-05_07.pdf
• Hewitt, P.G. (2023). Teaching students to read equations. The Science Teacher, Fall, 18-19. https://doi.org/10.1080/00368555.2023.12315963
• Johansson, H., & Österholm (2023). Algebra discourses in mathematics and physics textbooks: comparing the use of algebraic symbols. International Journal of Mathematical Education in Science and Technology, 1–23.
• https://doi.org/10.1080/0020739X.2023.2226154
• Karam, R. & Krey, O. (2015). Quod erat demonstrandum: Understanding and explaining equations in physics teacher education. Science & Education, 24, 661-698. https://doi.org/10.1007/s11191-015-9743-0
• Kieran, C. (2006). Research on the learning and teaching of algebra. In: A.Gutierrez & P. Boero (Eds.), Handbook of research on the psychology of mathematics education. Past, Present and Future (pp. 11-49). Rotterdam: Sense.
• Kooij, H. van der (2000). Dimensievolle algebra. Nieuwe Wiskrant, 20(2), 33-38.
• Kop, P. (2023, July). Supporting the interpretation of formulas in physics education through mathematics lessons. In Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)(No. 7). Alfréd Rényi Institute of Mathematics; ERME.
• Kop, P. & Eijkelhof, H. (2024). Wiskunde & natuurwetenschappelijke vakken en de omgang met wiskundige formules Een inventarisatie: Waar loopt men in het hoger onderwijs tegen aan als het gaat om formules? https://www.nvvw.nl/wp-content/uploads/2024/06/verslag-interviews-HO-docenten-2024.pdf
• Meyer, P., & Marohn, A. (2024). Mathematical Grundvorstellungen in Chemistry Education: An Approach to Understanding Chemical Mathematics Using the Example of the Concept of Density. Journal of Chemical Education, 101(11), 4904-4915.
• https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c00917?ref=article_openPDF
• Palmgren, E., & Rasa, T. (2024). Modelling Roles of Mathematics in Physics: Perspectives for Physics Education. Science & Education, 33(2), 365-382.
• https://doi.org/10.1007/s11191-022-00393-5
• Pospiech, G. (2023). An Educational Perspective on the Connections Between Physics and Mathematics. In Physics Teacher Education: More About What Matters(pp. 39-53). Cham: Springer Nature Switzerland.
• https://link.springer.com/chapter/10.1007/978-3-031-44312-1_3
• Redish, E.F. (2021). Using Math in Physics: Overview. Physics Teacher 59, 314-318. https://doi.org/10.1119/5.0021129
• Redish, E.F. & Kuo, E. (2015). Language of physics, language of math: Disciplinary culture and dynamic epistemology. Science & Education, 24, 561-590. https://link.springer.com/article/10.1007/s11191-015-9749-7
• Romer, R. H. (1993). Reading the equations and confronting the phenomena—The delights and dilemmas of physics teaching. American Journal of Physics, 61, 2, 128–142. https://ui.adsabs.harvard.edu/link_gateway/1993AmJPh..61..128R/doi:10.1119/1.17327
• Sherin, B.L. (2001). How students understand physics equations. Cognition and Instruction, 19, 4, 479-541. https://www.jstor.org/stable/3233857
• Southall, E. (2016). The formula triangle and other problems with procedural teaching in mathematics. School Science Review, March, 97 (360),49-53.
• https://eprints.hud.ac.uk/id/eprint/29803/1/SSR%20March%202016%20049-053%20Southall.pdf
• Uhden, O., Karam, R., Pietrocola, M., & Pospiech, G. (2012). Modelling mathematical reasoning in physics education. Science & Education, 21, 485-506.
• https://link.springer.com/article/10.1007/s11191-011-9396-6