Are the kids alright (with delta functions)? How Students Navigate Cultural Difference Between Math and Physics

Students’ use of mathematics in physics classes has been widely studied in physics education research, including the role of specific mathematical methods in physics contexts. Beyond these technical aspects, broader “cultural” differences between the disciplines of mathematics and physics have also been explored. However, little attention has been given to students’ own awareness and interpretation of these differences.

In this talk, we present findings from a qualitative study investigating how undergraduate students perceive and navigate these disciplinary contrasts. Through surveys and interviews, we examine students’ experiences with distinct pedagogical approaches, mathematical justifications, and conceptual organization in their mathematics versus physics courses. Our results indicate that students are indeed aware of these differences and develop specific coping strategies to bridge the gap. We identify key themes from our data and discuss their implications for learning and problem-solving. Finally, we suggest ways in which greater faculty and student awareness of these disciplinary differences could enhance knowledge transfer and improve interdisciplinary learning.