Enhancing Conceptual Understanding in Introductory Physics through Mathematical Interpretation of Problem Texts
Abstract
This study investigates the role of mathematical reasoning in improving students’ conceptual understanding in introductory physics education. Physics is often perceived by students as a complex subject dominated by formulas and abstract concepts. This perception leads to superficial learning strategies, where students memorize formulas without understanding their meaning. The present study proposes a problem-text-based instructional approach that utilizes students’ existing mathematical knowledge as a foundation for constructing physical understanding. The approach emphasizes interpreting problem statements through ratios, proportions, and unit relationships rather than relying on direct formula application. The findings indicate that when students engage with physics problems through mathematical logic, they develop deeper comprehension, improved analytical thinking, and greater confidence in problem solving. The study highlights the importance of integrating mathematical and physical reasoning in early physics education.