DIFFICULTIES IN LEARNING PHYSICS AND MATHEMATICAL KNOWLEDGE: THE IMPORTANCE OF AN INTERDISCIPLINARY RELATIONSHIP IN HIGH SCHOOL

Abstract

This study examined the learning difficulties in high school Physics associated with gaps in mathematical knowledge, taking as its central problem the understanding of how an interdisciplinary relationship between these areas could reduce such obstacles. The general objective was to identify, based on the literature, how the integration of Physics and Mathematics contributed to minimizing conceptual difficulties and supporting learning. The research followed a bibliographic and qualitative approach supported by the selection, reading, and analysis of works published between 2020 and 2025. The analysis showed that the absence of mathematical foundations hindered the understanding of physical concepts, affected the interpretation of quantities, and limited the development of reasoning required in Physics. The results indicated that interdisciplinary practices involving projects, experimentation, investigative activities, and technological resources fostered student interest and broadened content comprehension, besides promoting a closer relationship between theory and real situations. The final considerations suggested that articulating Physics and Mathematics formed a feasible path to reducing learning difficulties and recommended that future studies expand the investigation of interdisciplinary strategies and pedagogical practices.