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In the article "Struggling with physics and mathematics curricula based on the notion of function in the context of the educational reform in Poland" (AIP Conf. Proc. 2152; 2019) we analyzed the phenomenon of the lack of correlation between mathematics and physics teaching in the context of the concept of function. It is now taught the secondary school level of mathematics, but is also needed in the teaching of kinematics at the elementary school level of physics. In this paper, we present the chosen results of a pilot pedagogical remote-teaching experiment to provide a preliminary answer to several research questions on this issue: Does the attempt to integrate mathematics and physics have an impact on the understanding of functional relationships in a physics context? Specifically, does the introduction of a propaedeutic of the concept of function in mathematics lessons have an impact on the understanding and ability of analyzing motion? Similarly, do additional lessons on motion analysis affect the proficiency in representing, reading, and interpreting functional relationships? How do students process information about functional relationships in a physical context presented in a variety of representations? Is an elementary school student's intuitive understanding of the concept of functions enough to understand the analysis of motion in physics? What role do the remote experiments performed during the lesson play in learning new issues related to the concept of function in the context of motion analysis? [ABSTRACT FROM AUTHOR]

This paper concerns the relationship and co-ordination between physics and mathematics curricula. A new school reform was introduced in Poland in 2017. The 3-level system: primary school (grades 1-6) – middle school (grades 7-9) – high school (grades 10-12 or 13) has been replaced by a 2-level system: primary school (grades 1-8) and high school (grades 9-12 or 13). Two types of national school curricula are simultaneously in use in Poland since 2017. A comparison between the two existing curricula in Poland provides for interesting implications in the context of mathematics and physics education. In our analysis, special interest will be given to the notion of function. As it turns out, at the new primary school level, a physics teacher has to be a mathematics teacher as well, because the notion of function is not introduced anymore at that level during mathematics lessons despite it being a necessary tool for use during physics lessons. [ABSTRACT FROM AUTHOR]