Reflections on the symmetry in two contexts: mathematics and physics

Abstract

The aim of this study is to investigate the strategies and procedures used by high school teachers of mathematics and/or physics when they solve questions about axial symmetry and reflections in plane mirrors. Questionnaires were elaborated in order to explore situations on symmetry in contexts related to both mathematics and physics. The results show that the strategies used within the groups can change with the context (mathematics or physics), even when the situations are similar from the point of view of the knowledge discussed.