Ofsted’s Research review series for science (April 2021) highlighted the need for greater coherence between mathematics and science departments, stating:
“Subject leaders and teachers of mathematics and science should work together to understand how and when knowledge taught in their respective subjects is similar and different. Where there are good reasons for differences, it is important that these are made clear to pupils, including any rationale for this. Pupils will then be clear on what knowledge to use and when. It is also important that teachers do not assume that pupils can easily transfer their learning from mathematics to the science classroom. Pupils will need to be taught how to use mathematics in science.”
Here at STEM Learning, we’ve been helping teachers of mathematics and science to come together to address these issues. At the heart of our work is the aim that, no matter the student, they feel confident when faced with mathematics content in a science context. To do this, departments need to work together to address several issues, including:
Awareness – do science teachers know exactly of what is, and what is not, taught in maths? Are maths teachers aware of the mathematical demands in science?
Shared content - Where we teach the same topic, how do we manage this?
Resources – Are there mathematics resources that can be used in science? Which examples form science can be used in mathematics lessons?
Skills – What are the skills common to both subjects and how are they embedded?
Methods – Does the maths department have a preferred method for particular topics? Is there consistency within and across departments? Where there is not consistency, how can we address or acknowledge this?
Language - Do we use the same language and notation? Is there consistency here too?
Timings - Are there areas in which maths skills are required in science before they are taught in maths?
Joint activities - Could joint science/maths activities to help get the message across to staff, students and parents that maths and science are linked?
How has your school looked to overcome these issues?
To develop and implement practical and sustainable ways for departments working together takes time. Nicola Coe, Director of Maths at the Inspiration Trust and Angles Maths Hub Lead, began this journey by attending our ‘Developing shared approaches to maths in science and science in maths’ alongside her science teaching colleague. Reflecting on her time at the National STEM Learning Centre, she states:
“Of all of the things that I have done, this is the thing that’s changed my life the most.”
You can hear more about Nicola’s experience in this video.
We’d love to help you too. You can find details of our residential, subsidy supported courses that support mathematics in science by clicking here, including a course on 10 July - A level mathematics and A level physics working collaboratively - which you can book a place on here.
Enjoy this blog? If so, hit 'Like'!