The views of pre-service physics teachers on the role of mathematics in the teaching and learning of physics

Mathematics is commonly seen as playing a fundamental role in the understanding of undergraduate physics. However, this role poses challenges for teaching physics at lower levels. In England, increased formal assessment of mathematical skills in national physics examinations has made many teachers (re)consider this issue and their classroom practice. This qualitative study explores how English physics teachers view the physics/mathematics relationship. Our data consists of questionnaires and follow up interviews with an entire cohort of pre-service teachers training at an English university (n=13). Analysis included a line of enquiry on the tension between the value of mathematics in undergraduate physics and its value for teaching physics at school level. There was considerable variation across respondents, some seeing mathematics as integral to understanding school physics, whilst others prioritised conceptual understanding over mathematical formalism. Many noted how their views had changed during training, raising questions for those involved in physics teacher preparation