Search

Interdisciplinary Integration of Advanced Mathematics and College Physics Teaching Based on Artificial Intelligence

Author(s)

Mengling Yu*, Gaofeng Liu

Affiliation(s)

School of Mathematical and Statistical Sciences, Leshan Normal University, Leshan, Sichuan, China *Corresponding Author

Abstract

With the rapid advancement of artificial intelligence and its deep integration into higher education, interdisciplinary teaching between advanced mathematics and university physics is encountering new opportunities. In response to challenges such as content disjunction, cognitive barriers, and resource scarcity, this study analyzes the integration mechanism of mathematical thinking and modeling methods within physics learning, elucidating the mutually reinforcing relationship between their knowledge systems and modes of thinking. Three AI-driven strategies are proposed: (1) generating mathematics problems contextualized in physical scenarios to promote knowledge transfer; (2) implementing learning process monitoring and cross-disciplinary competence diagnostics to enable personalized interventions; and (3) constructing and optimizing a mathematics–physics knowledge graph to achieve systematic connectivity and dynamic updates. This research aims to provide practical and sustainable pathways for the integration of advanced mathematics and university physics teaching, thereby enhancing students’ interdisciplinary literacy and innovative capabilities.

Keywords

Advanced Mathematics; University Physics; Artificial Intelligence; Interdisciplinary Teaching; Knowledge Graph

References

[1] Song Haitao, Wu Wenrui, Zhang Chunyue. The Role Transformation of University Teachers in the Context of Intelligent Education Ecosystems: Can Artificial Intelligence Become a “Teaching Partner”? Journal of Higher Education, 2025, 14: 6-9+17. [2] Shi Lei, Fang Haiguang. Generative Artificial Intelligence Reshapes Open Education Teaching Scenarios: Models, Values, and Practical Pathways. Adult Education, 2025, 45(09): 47-54. [3] Hu Hang, Yang Lin. Empowering Education for a Strong Nation: Innovations in AI Teaching and Applications. Journal of Teacher Education, 2025, 12(04): 62-70. [4] Zhang Yan, Zhou Hui, Wang Fujun, et al. Student-Centered Learning: Exploring and Practicing AI-Enabled Excellent Undergraduate Education at Sun Yat-sen University. Higher Education Journal, 2025, 11(19): 42-45+50. [5] Jiang Quanyuan, Yang Yang, Wu Fei, et al. Building a Research-Oriented University AI Education System: The Exploration and Practice of Zhejiang University. Science and Education Development Research, 2025, 5(02): 39-55. [6] Li Rui, Liang Yuqian, Du Panpan, et al. Research on the Developmental Differences in Generative AI Literacy Among Students from Different Types of Universities. Open Education Research, 2025, 31(04): 85-96. [7] Dong Yan, Yu Hao, Zhang Huajun. Cross-Disciplinary Education in the Age of Smart Technologies: Knowledge Ecosystem Reconstruction and Paradigm Shift. Open Education Research, 2025, 31(04): 21-34. [8] Yi Xiaoqing. Designing and Practicing Interdisciplinary Micro-Courses Enabled by Generative Artificial Intelligence. Modern Education Equipment of China, 2025, 14: 69-72. [9] Wu Huiling, Wu Xianbin, Jiao Lixin. Research on Innovative Teaching Reform in the Ideological Education of Advanced Mathematics Courses. Tianzhong Journal, 2025, 40(04): 149-152. [10]Jia Zhifu, Bao Meng, Li Chunping. Teaching Reform of Advanced Mathematics in the Context of New Engineering Disciplines: A Case Study of Sequences and Limits. Research in Higher Mathematics, 2025, 28(04): 13-17+26. [11]Meng Zehong, Gao Xuefen. Innovative Teaching Reform and Practice of Advanced Mathematics Based on the “LOVE” Concept. Higher Education Journal, 2025, 11(16): 22-25. [12]Zhang Hongyan. Exploration and Practice of Advanced Mathematics Curriculum Reform Based on OBE Teaching Concept. Journal of Social Sciences, Jiamusi University, 2025, 43(04): 186-188. [13]Yuan Feng, Qin Fangfang, Song Hongxue. Exploring Task-Driven Teaching Reform of Advanced Mathematics Under an Integrated Teaching Model. University Mathematics, 2025, 41(02): 62-67.