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Abstract

This article shows how through an educational laboratory experience we can relate the pedagogical concept of the slope studied in mathematics class and its interpretation using the concept of uniformly accelerated motion (M.U.A) that is studied in physics class. To achieve this, the researchers interpreted and analyzed the data obtained by two students from the High School of the University of Puerto Rico (UHS) in the General Physics class. Finding that these experiences allow students to understand and relate the concept of slope to other areas of knowledge. It shows a real and practical relationship between mathematics and physics. In the same way, an explanation is given of the relationship and application of the slope in differential calculus, economics and other branches of knowledge.