Changing the subject

As far back as the 1970s education researchers have been highlighting and investigating students’ difficulties in applying their maths skills to other subject areas within many education frameworks. It is not surprising this problem has manifested itself within STEM subjects, as an understanding of fundamental mathematical principles is a necessary building block for progression. But, despite its extensive investigation in science education research, the ‘mathematics problem’ still remains.

Here is one of my experiences with the mathematics problem – a commonly encountered algebraic situation in high school chemistry.

Fraser Scott discusses the balance model and how it can be used to support students and avoid common mistakes.