Mathematics in Science

Session Aims Highlight new DfE expectations around maths in science Explore the challenges of dealing with maths in science Work together to create useable solutions to mathematical elements of the science curriculum How can we build ‘mathematical resilience’?

Why focus on maths? Scientific communication has Mathematical language and models at its heart Engineers and scientists spend over half their time reading and writing science The knowledge and skills required to read and write science are discipline specific and can only be acquired in the science classroom Interpretation of data is a theory laden process Mathematics is not a tool for analysing data but a tool for scientific thinking Jonathan Osborne SSR Dec2011

National curriculum Arithmetic & numerical computation Handling DataAlgebraGraphs Geometry & Trigonometry

National curriculum Think about your own practice… What challenges stand in the way of delivering maths in science lessons? Do they come from your pupils, yourself, your resources or the curriculum that you deliver?

Collaboration is key Build relationships with your mathematics department When do they study topics which are relevant to you? Can you deliver topics after when they have covered the relevant method? Could you study a related topic at the same time to re-enforce method and ideas? What methods do they use in maths? Can you adopt the same ones? Is there scope for co-planning or even co-delivery? Could you provide data/a context for them to use in maths to re-enforce what you are doing?

Maths mapped against topic

Problem Solving “Learning by rote is not the answer – unlocking the creative power of problem-solving is what will enthuse British schoolchildren and make them world-class” Conrad Wolfram

Topics Activity In your group identify the challenges that these pose for you as science teachers in dealing with the topics you have been given. After sharing some of the challenges we would like you to swap with another group and discuss possible solutions or resources you might use to remove these challenges. Are there any opportunities that might arise from the knowledge of what maths is needed for each topic?

What is mathematical resilience? In order to be resilient mathematically a learner must: understand the need to STRUGGLE mathematically; hold a GROWTH theory of learning; have RESOURCES available to them to support their learning Mathematical resilience describes that quality by which some learners approach mathematics with agency, persistence and a willingness to discuss, reflect and research.

Building Mathematical Resilience I don’t like maths / I was never good at maths Face the fear Encourage a growth mindset Celebrate success and learn from mistakes

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