Maths for Science Teachers – Improving Exam Results
- Created By Neil Atkins
- Posted on July 5th, 2022
Numeracy in Science
|Delivery Model||Online Learning|
|What is Included||
|Deadline booking date:||
Wednesday 31st August
|Date of Training||Thursday 15th September 2022
Thursday 22nd September 2022
Thursday 29th September 2022
Thursday 6th October 2022
|Time (UAE)||4pm to 5:30pm|
All Science teachers who want to improve student grades through improving numeracy
Aims of the course
Improving student outcomes from a greater understanding of numeracy
- Teachers leave with a completely new approach to teaching students how to rearrange formulae & perform calculations
In theory, we shouldn’t need to run this course. Algebra and graphs are taught in-depth in maths. However many students fail to transfer conceptual understanding from their maths classroom to your science one. What can we do? Plenty – Read on!
Many students struggle with the calculations they have to do, particularly in physics. There are a multitude of reasons for this. In these sessions, we will explore the most common ones and how we might rectify them. Using formula triangles can give a quick fix for some students, but fail to develop the conceptual understanding to really improve understanding. So they should be used as a last resort.
Students usually can easily see that 6 = 2×3 so 3= 6/2 and 2 = 6/3 but can struggle when numbers are replaced with letters. They can see that changing the subject of a statement is telling us the same thing. Hence: The cat sat on the mat is the same as; the mat is where the cat sat – only the subject has changed. When we rearrange an equation all we are doing is changing the subject. We
The sessions will explore how formulae tell stories and what those stories are. We will see why teaching a=F/m can lead to better understanding than F=ma and how this helps in the understanding of I=V/R.
Once we can see patterns in the way formulae work. For example ratios such as a=F/m or I=V/R or accumulations such as E=VIt or s=vt then students realise there are only a few types of stories to understand. When they understand the stories, they no longer have to remember the formulae and it all starts to make sense.
We will also explore ways to interpret graphs by looking at graphical representations of everyday events. What might graphs of teacher stressiness versus class noise look like? What do the gradient and intercept represent? Once students can see the stories that graphs tell in contexts they understand we can move on to more conceptually challenging examples.
|Session 1: Introduction – Why can’t your students do the maths?
● Common problems (Please bring yours to share)
● Can they do the maths in maths lessons?
● Should we use triangles?
● Strategies for helping students change the subject / rearrange the equations
|Session 2: Common approaches with the maths department
● Revision of the principles from session 1
● Telling stories with formulae
● Categorising formulae with similar stories
|Session 3: Graphical Analysis
● Making the shapes of graphs relatable to students
● The vocabulary of graphs gradients , intercepts
● Students communicating igraph shapes using the vocabulary
● Relating the shapes of graphs to y – mx + c
● Relating the stories of graphs to the stories of formulae
● Liaising with your maths department
● Applying what we have learned to your curriculum
● Testing the approaches
● Reviewing the outcomes
|Session 4: Putting it all together
● Feeding back from the gap task – what works / doesn’t yet?
● Embedding the numeracy ideas into your curriculum
● Creating connections to continue developing these ideas
Neil’s background in challenging schools led him to develop the physics of activities students found engaging such as football, surfing, and skateboarding. “You can teach most of the forces topic using a skateboarder doing an ollie and the skaters will listen to you!”
A hearing loss forced Neil from the classroom where he loved being an Advanced Skills Teacher in challenging schools- Terrible title, but wonderful job. So he became an educational consultant and the more he learned, the more he realised he had and still has to learn. But digital tools have enabled him to effectively teach again and have opened a whole host of new opportunities.