Finding Inspiration For Your Lessons In Science

This September, the Mathematics Teacher Training Scholarships welcomed its 12th cohort of prospective mathematics teachers. In keeping with the mission of the scheme, this celebratory event involved plenty of opportunity for networking, alongside speakers delivering thought-provoking CPD to the fresh group of future teachers. The first speaker of the morning was Steve Lyon, an expert on bringing the teaching of mathematics and science in schools closer together for the benefit of students and staff alike.  

 

The ‘Eureka’ Moment 

“I distinctly remember being confronted by a science teacher in the staff room and being asked ‘why these kids can’t do the maths needed for science lessons?’” began Lyon. “It got me thinking about what kind of mathematics are students expected to do in science? I didn’t know.” To solve this problem Lyon began to consult with teachers across the sciences, design and technology, and computing to build a picture of what form of mathematics students were being exposed to in other classrooms. He could more clearly see where it complemented and, all too often, contrasted from our own maths curriculum. 

These conversations have led to career dedicated to expanding the use and understanding of mathematics, in schools and beyond. He also promotes the use of the syllabuses and examples of the subjects around us to further our students’ progression in our own subject. 

 

Use of Language 

Lyon began with the subtle differences in wording. Take a word as basic to mathematics as a ‘formula’. We might think we know what we mean by the word, but does that tally up with how a chemistry or physics teacher would use it? A chemical formula has a very different meaning. Science teachers using the word ‘equation’ instead may sound trivial, but to a year 8 or year 9 pupil, these changes of language and meaning can be very confusing. “I find it quite interesting to have a room with a good split of maths and science teachers in the room,” joked Lyon. “It usually takes them less than 20 seconds to start arguing about language!”.

 

Finding the Same Problems Time and Again 

The session progressed with a look at 8 separate problems. Or so we thought. Some were asked to look at speed, time and distance problems, others looked at cupcake recipes and ratios, whilst others were asked to solve linear graph problems. The catch was that all involved nearly the same calculation. A simple proportion table covered all questions that then just needed to be applied to the context, be it in a maths or physics or chemistry in nature. There was, however, one important caveat: “In my experience, science teachers aren’t a huge fan of proportionality tables,” revealed Lyon. “I think that’s just because they don’t know how to do them!”.

 

Less Can Be More 

Moving onto the next challenge, the group was asked to look at a series of graph-related questions. Our task, to determine whether these were taken from mathematics books or science books. Language was an obvious giveaway with scientists, for example, talking about rate of change as opposed to our own precious gradients. 

More than that, however, the clarity of basic axis-labelling, and information provided in the questions appeared to be designed to confuse rather than aid students. “Whenever I have a new graph, I like to simply show the graph to the students without letting them know the context or the question,” continued Lyon. “It’s then up to them to try and understand the graph in isolation and try to come up with guesses as to what the questions could be”.

As well as encouraging the students to think more thoroughly through the potential problem at hand, it also has a great benefit for the teacher. “If the students’ made-up questions are any good, you can always nick them for your next class!” laughed Lyon. 

 

Make it Relevant 

A running theme throughout the day was to stop thinking about us and to start thinking about our students when putting problems into any form of context. All too often, the examples used in our lessons have no real relevance for the students you’re teaching. “We ask them how many tiles it would take to decorate a bathroom,” mused Lyon. “How many Year 9s do you know that spend their weekends tiling bathrooms?” 

His closing remarks pointed the attendees towards the syllabuses of our science departments, as well as design and technology and computing, that are awash with practical examples. These can relate to our students’ current knowledge and can transform mathematics from a standalone subject and turn it into the interconnected subject we all know to be true. 

By Mike Turner 

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Steve Lyon has taught mathematics for over 25 years in a range of secondary schools, before becoming mathematics lead at the National STEM Learning Centre in York. He has developed, written and delivered CPD for mathematics teachers, as well as for science teachers to support the delivery of the mathematics content in their curricula. He now works as an independent maths consultant and an Assistant Lead for Yorkshire Ridings Maths Hub. 

Mike Turner is a trainee mathematics teacher based in Lincolnshire. He has worked for 10 years in investment banking, followed by 10 years as an international wine educator, judge and journalist. He is currently training through the Lincolnshire SCITT programme at The King’s School, Grantham. He is a member of the Mathematics Teacher Training Scholarship 2024/25 cohort. 

 

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