Transcript Ready for Maths in Science?

Ready for Maths in Science?
January 2014
Birmingham University
Stella Paes
Head Of Sciences at AQA
[email protected]
Slide 1
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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
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licensors. All rights reserved.
Context: Key concerns about Mathematics in A level
sciences
• A SCORE concern about the range in the amount of mathematics
between A-level sciences, eg Biology (16-35%)
• a concern that most maths assessed was ‘familiar maths’ such as
standard form, estimates, rates of change, …
• big concern from universities was lack of practice and therefore
fluency students unable to go beyond the expected… making them
unprepared for university
• concern about the low level of multi-step calculations - a view held
by scientific community that there should be guidance for awarding
organisations on how much mathematical content should be
included
Draft version 08 July 2013
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only
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“If they were music students they would need to
practise their scales. They just need more practice,
until algebraic manipulations, powers, logs etc
all come naturally and quickly to them.
Then they can start to play the sonatas, concertos and
symphonies that are physics.”
Mi n d t h e G a p : Ma t h e m a t i c s a n d t h e T r a n s i t i o n f r o m A - l e v e l s t o P h
y s i c s a n d E n g i n e e r i n g D e g r e e s J u l y 2 011
A summary of the proposed plans for A-level Biology,
Chemistry and Physics:
•
•
•
changes to improve the clarity, sequencing and coverage of AS and A level
content
mathematical requirements strengthened and more consistent so that
students apply mathematics at the level needed to fully support scientific
knowledge, understanding and problem solving
the mathematical requirements are:
– a clear requirement that mathematical skill is taught and understood beyond the
level of maths required for a GCSE grade C
– more precise descriptions of the mathematical requirements for biology,
chemistry and physics and detailed exemplifications of how these skills could be
applied at the necessary level in AS and A-level teaching and assessment.
– At least 10% level 2 mathematics in Biology A level
– At least 20% level 2 mathematics in Chemistry A level
– At least 40% level 2 mathematics in Physics A level.
Draft version 08 July 2013
Confidential – internal use
only
Copyright ©
Support through change
Draft version 08 July 2013
Confidential – internal use
only
Copyright ©
A Clear line of sight
Progressive development of skills
Mathematical
Practical
Enquiry
Written communication
GCSE
KS3
Tracking progress using the threads
Supports assessment for learning
A
level
A tree model for thinking about learning in science
Progression in scientific observation skills
Progression in making meaning from scientific observations
Progression in evaluating scientific observations
These three cylinders stretch up inside the trunk
and are within every branch of science
Trunk = scientific body of
knowledge
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Working scientifically
Developing practical and enquiry skills
Using primary and secondary evidence.
Data analysis and interpretation
Investigative methods and fair testing
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Scientific communication includes literacy and numeracy….
The language and conventions associated with all areas of
science such as formulae and equations, biological
diagrams and scientific terminology.
Scientific explanations, arguments and decisions rely on the
careful development and use of scientific communication
tools.
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Next steps?
Slide 11
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