IDENTIFICATION OF SOME MATHEMATICAL DIFFICULTIES IN LEARNING PHYSICS: THE CASE OF FINAL-YEAR SCIENTIFIC BACCALAUREATE PUPILS IN MOROCCO

Autori

  • Amina El kasri Research Laboratory in Sciences and Techniques, Ecole Supérieure de l'Education et de la Formation (ESEF)- Ibn Zohr University (UIZ), Agadir, Morocco
  • Mouna Laatar Scientific Research and Pedagogical Innovation Laboratory, Regional Centre for Education and Training professions, BP 6210, Madinat Al Irfane, Rabat, Morocco
  • Douaa Bouanfir Analysis, Geometry and Applications Laboratory, Faculty of Sciences, Ibn Tofail University, BP 133, Kénitra, Morocco
  • Mohammed Abid Scientific Research and Pedagogical Innovation Laboratory, Regional Centre for Education and Training professions, BP 6210, Madinat Al Irfane, Rabat, Morocco

DOI:

https://doi.org/10.46827/ejae.v11i2.6848

Parole chiave:

Mathematical difficulties, Physics learning, Scientific baccalaureate, Mathematics–physics relationship, Mathematical modeling

Abstract

This study analyses the mathematical difficulties encountered by second-year scientific baccalaureate pupils in Morocco in learning physics. Based on a combined questionnaire-test administered to a sample of 125 students, the results show that these difficulties mainly concern the mobilization of mathematical tools in physical contexts, particularly the use of formulas, the distinction between mathematical and physical symbols, and the use of mathematical notions that have not yet been formally studied. The data also reveal a close relationship between mathematical difficulties, the understanding of physical phenomena, and problem-solving performance. The analysis highlights the fact that certain concepts, perceived as intuitive when approached qualitatively, become problematic as soon as they require explicit mathematical formalization, especially through graphical and functional representations. These findings confirm that the observed difficulties arise from a complex interaction between mathematics and physics rather than from isolated deficiencies in mathematical knowledge. The study thus emphasizes the central role of mathematics as both a language and a structuring tool in physics education, particularly in mechanics and electricity. It underscores the need for better coordination between mathematics and physics teaching, as well as for a harmonization of curricular progression, to reduce the identified difficulties and improve students’ academic achievement.

Biografie autore

  • Amina El kasri, Research Laboratory in Sciences and Techniques, Ecole Supérieure de l'Education et de la Formation (ESEF)- Ibn Zohr University (UIZ), Agadir, Morocco

    Amina El Kasri, Ecole Supérieure de l'Education et de la Formation (ESEF)-Ibn Zohr University (UIZ), Agadir, Morocco. She received her PhD in Didactic of Sciences from Ibn Tofail University, Faculty of Sciences, Kenitra, Morocco, in 2023. She has published research work covering science didactic fields in indexed international journals. Currently, her research interest focuses on science didactics.

    ORCID: https://orcid.org/0000-0002-4059-3213

    E-mail: amina.elkasri@gmail.com

  • Mouna Laatar, Scientific Research and Pedagogical Innovation Laboratory, Regional Centre for Education and Training professions, BP 6210, Madinat Al Irfane, Rabat, Morocco

    Mouna Laatar has received his PhD in Mechanics of Materials and Civil Engineering from Mohamed V University, Faculty of Sciences, Rabat, Morocco, in 2024. She has published research work covering sustainable construction materials and eco-friendly building fields in indexed international journals. Currently, she's a high school physics and chemistry teacher in Rabat, Morocco.

    ORCID: https://orcid.org/0009-0002-6337-6913  

    E-mail: mounaabclaatar@gmail.com, mouna.laatar@um5r.ac.ma

  • Douaa Bouanfir, Analysis, Geometry and Applications Laboratory, Faculty of Sciences, Ibn Tofail University, BP 133, Kénitra, Morocco

    Douaa Bouanfir has received her PhD in mathematic didactic from Ibn Tofail University, Kenitra, Morocco, in 2025. She has published research work covering mathematic didactic fields in indexed international journals.

    ORCID: https://orcid.org/0000-0003-1146-003X

    E-mail: douaa.bouanfir@uit.ac.ma

  • Mohammed Abid, Scientific Research and Pedagogical Innovation Laboratory, Regional Centre for Education and Training professions, BP 6210, Madinat Al Irfane, Rabat, Morocco

    Mohammed Abid (corresponding author), Centre Régional des Métiers de l’Education et de la Formation, Rabat, Maroc. M. Mohammed Abid has received his PhD in Applied Chemistry from Ibn Tofail University, Kenitra, Morocco, in 2000. He has published much research covering chemistry and science didactic fields in indexed international journals. Currently, his research interest focused on chemistry and science didactic. ORCID: https://orcid.org/0000-0002-7427-2215

    E–mail: abid.mohammed@uit.ac.ma

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Pubblicato

2026-07-11

Fascicolo

V. 11 N. 2 (2026)

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