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Journal articles on the topic 'Mathematics in physics'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Tashpulatovich, Yuldashev Laziz, and Toshpulatova Khushnoza Laziz Qizi. "Mathematics In Physics." American Journal of Social Science and Education Innovations 03, no. 08 (August 31, 2021): 54–58. http://dx.doi.org/10.37547/tajssei/volume03issue08-12.

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This article discusses the major and minor problems in the organization of education and their solutions, the interdisciplinary relationship in the study of physics, in particular, the ideas of mathematics in physics.

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2

Leach, P. G. L., and M. C. Nucci. "Point and counterpoint between Mathematical Physics and Physical Mathematics." Journal of Physics: Conference Series 237 (June 1, 2010): 012016. http://dx.doi.org/10.1088/1742-6596/237/1/012016.

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3

Faddeev, L. D., and S. P. Merkureiv. "New Books: Mathematical Physics and Applied Mathematics." Physics Essays 8, no. 2 (June 1995): 266. http://dx.doi.org/10.4006/1.3029190.

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4

Mahbod, Mohammad. "Physics, Mechanics, Mathematics." JOURNAL OF ADVANCES IN MATHEMATICS 11, no. 4 (September 23, 2015): 5115–66. http://dx.doi.org/10.24297/jam.v11i4.1261.

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Dynamics features movement and stable means. Continuous Stable dynamics thus means continuous movement or motion. That is a moving object which enjoys continuous movement. For example, the electron continuous revolution round the nucleus, the revolution of the moon round the earth and that of the earth round the sun. In this formula, the continuous movement of the moving object round the origin of coordinates in space is studied. Regarding the importance of the angular speed calculation in most of applied sciences such as dynamic mechanics , aerospace , dynamic systems and lock of a relation established in this connection , the need is felt that in order to design and optimize dynamic systems , a reasonable relation should be presented . This paper tries to prove such a relation in the easiest possible way.

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5

Lax, Peter D. "Mathematics and physics." Bulletin of the American Mathematical Society 45, no. 01 (October 30, 2007): 135–53. http://dx.doi.org/10.1090/s0273-0979-07-01182-2.

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6

Morowitz, Harold. "Mathematics and physics." Complexity 5, no. 5 (2000): 11. http://dx.doi.org/10.1002/1099-0526(200005/06)5:5<11::aid-cplx2>3.0.co;2-a.

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7

Rédei, Miklós. "On the Tension Between Physics and Mathematics." Journal for General Philosophy of Science 51, no. 3 (February 4, 2020): 411–25. http://dx.doi.org/10.1007/s10838-019-09496-0.

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Abstract Because of the complex interdependence of physics and mathematics their relation is not free of tensions. The paper looks at how the tension has been perceived and articulated by some physicists, mathematicians and mathematical physicists. Some sources of the tension are identified and it is claimed that the tension is both natural and fruitful for both physics and mathematics. An attempt is made to explain why mathematical precision is typically not welcome in physics.

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8

Maslov, V. P. "Modern thermodynamics as a branch of mathematics (mathematical physics)." Mathematical Notes 100, no. 3-4 (September 2016): 413–20. http://dx.doi.org/10.1134/s0001434616090078.

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9

Visser, Matt. "The Utterly Prosaic Connection between Physics and Mathematics." Philosophies 3, no. 4 (September 20, 2018): 25. http://dx.doi.org/10.3390/philosophies3040025.

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Eugene Wigner famously argued for the “unreasonable effectiveness of mathematics” as applied to describing physics and other natural sciences in his 1960 essay. That essay has now led to some 58 years of (sometimes anguished) philosophical soul searching—responses range from “So what? Why do you think we developed mathematics in the first place?”, through to extremely speculative ruminations on the existence of the universe (multiverse) as a purely mathematical entity—the Mathematical Universe Hypothesis. In the current essay I will steer an utterly prosaic middle course: Much of the mathematics we develop is informed by physics questions we are trying to solve; and those physics questions for which the most utilitarian mathematics has successfully been developed are typically those where the best physics progress has been made.

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Safronov, Stanislav Vladimirovich. "My view of mathematics and physics (integration of mathematics into physics)." Interactive science, no. 9 (19) (September 21, 2017): 57–65. http://dx.doi.org/10.21661/r-463694.

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11

Dehqonova, Oxista Qosimjonovna. "CONNECTIVITY EVALUATION OF PH TION OF PHYSICS AND M SICS AND MATHEMATICS IN SECONDARY SCHOOLS." Scientific Reports of Bukhara State University 4, no. 3 (June 26, 2020): 307–11. http://dx.doi.org/10.52297/2181-1466/2020/4/3/1.

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In secondary schools for the study, analysis of physical phenomena and laws, we widely use mathematical concepts. From a historical point of view, as we know, mathematics played an important role in the development of physics. This paper analyzes the relationship between the subjects of physics and mathematics in schoolwork.

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12

Rocha, Helena. "Mathematical proof: from mathematics to school mathematics." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 377, no. 2140 (January 21, 2019): 20180045. http://dx.doi.org/10.1098/rsta.2018.0045.

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Proof plays a central role in developing, establishing and communicating mathematical knowledge. Nevertheless, it is not such a central element in school mathematics. This article discusses some issues involving mathematical proof in school, intending to characterize the understanding of mathematical proof in school, its function and the meaning and relevance attributed to the notion of simple proof. The main conclusions suggest that the idea of addressing mathematical proof at all levels of school is a recent idea that is not yet fully implemented in schools. It requires an adaptation of the understanding of proof to the age of the students, reducing the level of formality and allowing the students to experience the different functions of proof and not only the function of verification. Among the different functions of proof, the function of explanation deserves special attention due to the illumination and empowerment that it can bring to the students and their learning. The way this function of proof relates to the notion of simple proof (and the related aesthetic issues) seems relevant enough to make it, in the future, a focus of attention for the teachers who address mathematical proof in the classroom. This article is part of the theme issue ‘The notion of ‘simple proof’ - Hilbert's 24th problem’.

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13

Penny, David. "Mathematics yes, physics no." Nature 366, no. 6455 (December 1993): 504. http://dx.doi.org/10.1038/366504c0.

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14

Johnson, N. "Mathematics, Physics, and Crime." Policing 2, no. 2 (January 1, 2008): 160–66. http://dx.doi.org/10.1093/police/pan018.

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15

Resnik, Michael D. "Between Mathematics and Physics." PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association 1990, no. 2 (January 1990): 369–78. http://dx.doi.org/10.1086/psaprocbienmeetp.1990.2.193080.

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16

Rohrlich, Fritz. "Why physics needs mathematics." General Relativity and Gravitation 43, no. 12 (September 28, 2011): 3665–69. http://dx.doi.org/10.1007/s10714-011-1238-y.

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17

Chen, Jihe, Qiulian Zhao, and Yuxian Huang. "Research On The Correlation Between Mathematics And Physics Of The Senior High School Students." Mathline : Jurnal Matematika dan Pendidikan Matematika 6, no. 1 (April 11, 2021): 70–80. http://dx.doi.org/10.31943/mathline.v6i1.195.

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Materialist dialectics holds that the material world is generally connected, and the realization of the calculation, verification and other goals involved in physics requires the use of mathematical knowledge as the research tool and language, and the use of mathematical methods and mathematical ideas for reasoning and analysis, which shows that there is a close relationship between mathematics and Physics. Analyzing the influence of mathematics on physics from the perspective of data is helpful for teachers to improve the teaching process of physics, promote students' ability of mathematics application and physics learning, and improve the quality of high school teaching. In this paper, through statistical analysis and questionnaire research. The scores of mathematics and physics in a school were collected and analyzed by SPSS22.0 software. It is found that mathematics achievement has a significant influence on physics achievement. Then through the questionnaire survey of whether mathematics has an impact on physics, we get a positive answer from the perspective of students. The final conclusions are as follows: (1) there is a positive correlation between mathematics achievement and physics achievement; (2) more than half of the students can use mathematical methods to solve problems when learning physics; (3) most students hope that teachers can teach them how to use mathematical methods in physics learning. Through these conclusions, we can know that mathematics achievement has a very important impact on physics achievement. It reminds us that we should pay attention to students' mathematics education.

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18

Streater, R. F. "APPLICATIONS OF GROUP THEORY IN PHYSICS AND MATHEMATICAL PHYSICS (Lectures in Applied Mathematics 21)." Bulletin of the London Mathematical Society 19, no. 5 (September 1987): 500. http://dx.doi.org/10.1112/blms/19.5.500a.

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19

Deutsch, David, Artur Ekert, and Rossella Lupacchini. "Machines, Logic and Quantum Physics." Bulletin of Symbolic Logic 6, no. 3 (September 2000): 265–83. http://dx.doi.org/10.2307/421056.

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§1. Mathematics and the physical world. Genuine scientific knowledge cannot be certain, nor can it be justified a priori. Instead, it must be conjectured, and then tested by experiment, and this requires it to be expressed in a language appropriate for making precise, empirically testable predictions. That language is mathematics.This in turn constitutes a statement about what the physical world must be like if science, thus conceived, is to be possible. As Galileo put it, “the universe is written in the language of mathematics”. Galileo's introduction of mathematically formulated, testable theories into physics marked the transition from the Aristotelian conception of physics, resting on supposedly necessary a priori principles, to its modern status as a theoretical, conjectural and empirical science. Instead of seeking an infallible universal mathematical design, Galilean science usesmathematics to express quantitative descriptions of an objective physical reality. Thus mathematics became the language in which we express our knowledge of the physical world — a language that is not only extraordinarily powerful and precise, but also effective in practice. Eugene Wigner referred to “the unreasonable effectiveness of mathematics in the physical sciences”. But is this effectiveness really unreasonable or miraculous?Numbers, sets, groups and algebras have an autonomous reality quite independent of what the laws of physics decree, and the properties of these mathematical structures can be just as objective as Plato believed they were (and as Roger Penrose now advocates).

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20

Chepok, Oleg, and Helena Sinyukova. "INNOVATIVE TEACHING INSTRUMENTS FOR IMPROVEMENT MATHEMATICAL TRAINING OF FUTURE PHYSICS TEACHERS." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 43–48. http://dx.doi.org/10.24195/2218-8584-2018-9-43-48.

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Conception of practical-oriented teaching-learning process, turned to the concrete results, is among the modern world educational trends. Physics teacher’s personal persuasion in a special, mutually penetrative, character of relations between Physics and Mathematics, his ability to demonstrate this character in teaching and educational process and to favor in such a way the formation of analogic persuasions of his students are among the most impotent concrete results of the process of such teacher’s, training. A system of mutual co-ordination between the course of General Physics and mathematical courses for the first-year students of physical specialties, together with the author’s concept of its implementation are represented. Keywords: Mathematics, Physics, practical-oriented training, mutually penetrative character of relations between Physics and Mathematics, educational curricula, intensive course of Elementary Mathematics.

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21

Vizcaino-Arevalo, Diego Fabián, and Eduardo Adolfo Terrazán. "Meanings of physics mathematization in pre-service physics teachers." Revista Lasallista de Investigación 17, no. 1 (August 25, 2020): 358–70. http://dx.doi.org/10.22507/rli.v17n1a8.

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Introduction. Physics teaching practice is permeated by the meaning that teachers constructed about the relationship between mathematics and physics, but this relationship often goes unnoticed by the teacher himself, because of their education where it is traditionally thoughtlessly assumed that “mathematics is the physics language.” Objective. In this work, we contribute to the comprehension of how modifying this reality in teacher training. To this end, we conducted a study on how is understanding physics and mathematics relationships by preservice teachers. Materials and methods. Data collection was done from observation of a nonparticipating classroom in two physics courses using an observation grid and a questionnaire. We made a content analysis. Results. We found that pre-service teachers consider the mastery of problem-solving equations as the primary medium for learning physics, but when they are asked to explain physics they usually opt for qualitative descriptions and pictorial representations not for equations. Conclusions. It means that they differentiate between a “mathematical part” of the phenomenon that is self-controlled as the basis of his physics learning and a “qualitative part” of the phenomenon that serves to explain physics. So, it seems that to teach physics they feel the need to explain conceptually without mathematics, while to learn physics they should concentrate on applying equations, which is paradoxical.

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22

Ivanov, Vitaly. "The constitution of physics and the certainty of mathematics in the 16th century scholastic philosophy." ΣΧΟΛΗ. Ancient Philosophy and the Classical Tradition 14, no. 1 (2020): 143–63. http://dx.doi.org/10.25205/1995-4328-2020-14-1-143-163.

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Traditionally, it is believed that one of the most important phenomena in the history of "new" science, i.e. the science of Early Modern times, is the emergence of mathematical natural science. However, in the 16th century the status of physics and mathematics within the framework of scientific knowledge was far from being so unambiguous. In this article, we consider and analyze the arguments of the late Peripatetic author of the late 16th century – the learned Jesuit Benedict Pereira – in favor of his thesis about "non-scientific character" of mathematical disciplines. These arguments focus not on the weaker (less perfect) status of the reality of the mathematical object, but on the nature of mathematical demonstration and mathematical knowledge as such. Pereira shows in detail that mathematics does not meet the criteria of scientific knowledge (in the sense of "Second Analytics"), because the middle terms in its demonstrations are non-proper, general and accidental, and mathematics itself is not a knowledge of the real causes. In sum, in Pereira's consideration mathematics turns out to be some sort of “operational art” rather than a necessary knowledge of the truth from real causes. A comparison of the scientific status of physical and mathematical knowledge in Pereira makes it possible to clarify the conditions for the emergence of modern mathematical physics.

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23

Mainzer, Klaus. "The Digital and the Real Universe. Foundations of Natural Philosophy and Computational Physics." Philosophies 4, no. 1 (January 3, 2019): 3. http://dx.doi.org/10.3390/philosophies4010003.

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In the age of digitization, the world seems to be reducible to a digital computer. However, mathematically, modern quantum field theories do not only depend on discrete, but also continuous concepts. Ancient debates in natural philosophy on atomism versus the continuum are deeply involved in modern research on digital and computational physics. This example underlines that modern physics, in the tradition of Newton’s Principia Mathematica Philosophiae Naturalis, is a further development of natural philosophy with the rigorous methods of mathematics, measuring, and computing. We consider fundamental concepts of natural philosophy with mathematical and computational methods and ask for their ontological and epistemic status. The following article refers to the author’s book, “The Digital and the Real World. Computational Foundations of Mathematics, Science, Technology, and Philosophy.”

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24

Kovalchuk, M. "MODELING THE MATHEMATICAL PHYSICS PROBLEM IN THE COMPUTER MATHEMATICS SYSTEM MAPLE." Physical and Mathematical Education 20, no. 2 (2019): 40–47. http://dx.doi.org/10.31110/2413-1571-2019-020-2-007.

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25

Feffer, Loren Butler. "Mathematical Physics and the Planning of American Mathematics: Ideology and Institutions." Historia Mathematica 24, no. 1 (February 1997): 66–85. http://dx.doi.org/10.1006/hmat.1997.2124.

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26

Rahmasari, Sitti. "Penguasaan konsep aljabar dan aritmatika untuk menyelesaikan soal-soal fisika dasar." Math Didactic: Jurnal Pendidikan Matematika 5, no. 1 (May 3, 2019): 65–74. http://dx.doi.org/10.33654/math.v5i1.521.

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Mathematics and physics are closely intertwined because mathematical concepts are used in physics. Physics is a part of science that studies natural behavior through experimental observations and quantitative measurements. Physics uses the language of mathematics to model natural phenomena into mathematical equations, so that in studying physics, mathematical abilities are needed as students' initial abilities in solving physics problems. This study uses a quantitative approach with a descriptive correlation method to analyze the mathematical concepts needed to solve the physical problems of the static electricity material in the Antasari Tadris Physics study program. The results of the study show that there is a high correlation between mastery of arithmetic and algebraic concepts with the ability of students to solve basic physics questions.

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27

FAJMON, Břetislav. "TEACHING MATHEMATICS MOTIVATED BY PHYSICS." Trends in Education 11, no. 2 (December 21, 2018): 29–38. http://dx.doi.org/10.5507/tvv.2018.011.

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28

Xu, Shixin, Xingye Yue, and Changrong Zhang. "Homogenization: In mathematics or physics?" Discrete and Continuous Dynamical Systems - Series S 9, no. 5 (October 2016): 1575–90. http://dx.doi.org/10.3934/dcdss.2016064.

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29

van der Veken, B. J. "Mathematics for Chemistry and Physics." Spectrochimica Acta Part A: Molecular and Biomolecular Spectroscopy 59, no. 1 (January 2003): 209–10. http://dx.doi.org/10.1016/s1386-1425(02)00118-x.

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30

Maslov, V. P. "Demonstrations in mathematics and physics." Russian Journal of Mathematical Physics 19, no. 2 (April 2012): 203–15. http://dx.doi.org/10.1134/s1061920812020070.

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31

Iwasaki, Yumi. "QUALITATIVE PHYSICS BEYOND AUTOMATED MATHEMATICS." Computational Intelligence 8, no. 2 (May 1992): 281–83. http://dx.doi.org/10.1111/j.1467-8640.1992.tb00357.x.

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32

Fialowski, Alice. "Deformations in Mathematics and Physics." International Journal of Theoretical Physics 47, no. 2 (July 18, 2007): 333–37. http://dx.doi.org/10.1007/s10773-007-9454-7.

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33

Noll, Walter. "Physics and Mathematics Without Coordinates." Milan Journal of Mathematics 81, no. 2 (September 22, 2013): 259–64. http://dx.doi.org/10.1007/s00032-013-0204-4.

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34

Riyanto, B., Zulkardi, R. I. I. Putri, and Darmawijoyo. "Mathematical modeling in realistic mathematics education." Journal of Physics: Conference Series 943 (December 2017): 012049. http://dx.doi.org/10.1088/1742-6596/943/1/012049.

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35

Hutauruk, A. J. B., and N. Priatna. "Mathematical Resilience of Mathematics Education Students." Journal of Physics: Conference Series 895 (September 2017): 012067. http://dx.doi.org/10.1088/1742-6596/895/1/012067.

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36

Michelsen, Claus. "Mathematical modeling is also physics—interdisciplinary teaching between mathematics and physics in Danish upper secondary education." Physics Education 50, no. 4 (June 19, 2015): 489–94. http://dx.doi.org/10.1088/0031-9120/50/4/489.

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37

Jufrida, Jufrida, Wawan Kurniawan, Astalini Astalini, Darmaji Darmaji, Dwi Agus Kurniawan, and Weni Angra Maya. "Students’ attitude and motivation in mathematical physics." International Journal of Evaluation and Research in Education (IJERE) 8, no. 3 (September 1, 2019): 401. http://dx.doi.org/10.11591/ijere.v8i3.20253.

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<span>Attitude is one aspect that needs to be considered both for learning activities or learning objects. This study aims to determine the attitudes and motivations of students in mathematics physics subjects. The sample used was 100 students who had studied the Mathematics Physics course. This study employed quantitative research methods with correlational research design. Respondent was gathered by purposive sampling method. The research instruments used were attitude questionnaires in mathematical physics and motivational questionnaires. The study found that there is a significant relationship between attitudes and motivation of students in mathematics physics learning.</span>

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38

Pantaleon, K. V., D. Juniati, and A. Lukito. "The oral mathematical communication profile of prospective mathematics teacher in mathematics proving." Journal of Physics: Conference Series 1108 (November 2018): 012008. http://dx.doi.org/10.1088/1742-6596/1108/1/012008.

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39

Maccallum, M. A. H. "TRANSFORMATION GROUPS APPLIED TO MATHEMATICAL PHYSICS (Mathematics and Its Applications (Soviet Series))." Bulletin of the London Mathematical Society 18, no. 1 (January 1986): 87–88. http://dx.doi.org/10.1112/blms/18.1.87.

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40

Vickers, J. A. "TWISTORS IN MATHEMATICS AND PHYSICS (London Mathematical Society Lecture Note Series 156)." Bulletin of the London Mathematical Society 24, no. 6 (November 1992): 622–24. http://dx.doi.org/10.1112/blms/24.6.622.

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41

Erdeni, Besud Chu. "Superunified Theory of Quantum Fields & Fundamental Interactions." Journal of Engineering and Applied Sciences Technology 2, no. 1 (March 31, 2020): 1–5. http://dx.doi.org/10.47363/jeast/2020(2)102.

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This is an introduction to what is anticipated to be the so called final theory of physics. The theory unifies pure (not applied) mathematics and the modern theoretical physics into a universal system of mathematical harmony. It describes the physical Universe as mathematical machine.

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42

Boyko, Vyacheslav M., Olena O. Vaneeva, Alexander Yu Zhalij, and Roman O. Popovych. "WITH SYMMETRY IN LIFE AND MATHEMATICS To the 75th anniversary of Corresponding Member of NAS of Ukraine A.G. Nikitin." Visnik Nacional'noi' academii' nauk Ukrai'ni, no. 12 (December 20, 2020): 87–92. http://dx.doi.org/10.15407/visn2020.12.087.

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December 25 marks the 75th anniversary of the famous Ukrainian specialist in mathematical physics, winner of the State Prize of Ukraine in Science and Technology (2001) and the M.M. Krylov Prize of the NAS of Ukraine (2010), Head of the Department of Mathematical Physics of the Institute of Mathematics of the NAS of Ukraine, Doctor of Physical and Mathematical Sciences (1987), Professor (2001), Corresponding Member of the NAS of Ukraine (2009) Anatoly G. Nikitin.

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43

Jaroszkiewicz, George. "Physics and the Mathematics of Strings." Mathematical Gazette 77, no. 479 (July 1993): 279. http://dx.doi.org/10.2307/3619749.

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44

Edmonds, Dean S. "Another case of mathematics illuminating physics." Physics Teacher 38, no. 6 (September 2000): 326. http://dx.doi.org/10.1119/1.1321798.

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45

Gingras, Yves. "What Did Mathematics Do to Physics?" History of Science 39, no. 4 (December 2001): 383–416. http://dx.doi.org/10.1177/007327530103900401.

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46

Jonathan, Keating. "Physics and the queen of mathematics." Physics World 3, no. 4 (April 1990): 46–52. http://dx.doi.org/10.1088/2058-7058/3/4/28.

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47

Yau, Shing-Tung, and Steve Nadis. "Mathematics, Physics, and Calabi-Yau Manifolds." Notices of the International Congress of Chinese Mathematicians 1, no. 1 (2013): 36–41. http://dx.doi.org/10.4310/iccm.2013.v1.n1.a8.

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48

Nicol, Mark. "Mathematics for physics: an illustrated handbook." Contemporary Physics 59, no. 3 (July 3, 2018): 329. http://dx.doi.org/10.1080/00107514.2018.1501430.

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49

Naber, G. L. "Gauge Fields in Physics and Mathematics." Journal of Dynamical Systems and Geometric Theories 1, no. 1 (January 2002): 19–34. http://dx.doi.org/10.1080/1726037x.2002.10698462.

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50

Gross, D. J. "Physics and mathematics at the frontier." Proceedings of the National Academy of Sciences 85, no. 22 (November 1, 1988): 8371–75. http://dx.doi.org/10.1073/pnas.85.22.8371.

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