Inclusive Educational Strategies for Precalculus and Physics I: Understanding the Concept and Graphical Representation of Relationships

Abstract

This study analyzes the implementation of integrative educational strategies between Precalculus and Physics I, focused on understanding the concept of relationships and their graphical representation. It addresses the issue of fragmented teaching in both disciplines, which hinders the connection between mathematical models and physical phenomena. The research was conducted using a mixed-methods, descriptive approach, with the participation of first-year college students. Surveys, observations, and teaching activities based on the interpretation of graphs and the use of technological tools such as GeoGebra were applied. The results show a significant improvement in students’ ability to interpret graphical representations, relate algebraic functions to physical phenomena, and solve integrated problems. Likewise, an increase in active participation and the development of critical thinking was observed. It is concluded that the use of integrative strategies promotes meaningful learning and strengthens interdisciplinary understanding, contributing to a more solid foundation in the exact sciences.