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The Language of Mathematics in Science - Supporters

The Language of Mathematics in Science: A Guide for Teachers of 11-16 Science seeks to enable teachers and others to achieve a common understanding of important terms and techniques related to the use of mathematics in the science curriculum for pupils aged 11-16. See what the experts have to say below.

What experts say

Professor Robin Millar OBE, Emeritus Professor of Science Education, University of York

Past Chair of ASE and Chair of the project’s steering group

"Students learning science need to become comfortable and confident in using mathematical ideas and skills – as they make measurements, explore patterns in data, and develop and test models that might account for their observations.  The relationship between mathematics and science in the school curriculum has long been a matter of interest and concern.  This publication makes a major contribution to this area.  It provides a concise account of the mathematical ideas which students need to able to use with confidence, and encourages teachers of both subjects to reflect on the language and examples they use, and on how best to develop students’ ability to apply mathematical ideas to explore and explain the natural world."


Professor Andrew Noyes, Mathematics educator and Head of the School of Education, University of Nottingham @UoNSoE

"This new resource will be an invaluable reference point for science teachers and will also be of interest to their mathematician colleagues. With new science assessments now incorporating mathematics, it is more important than ever, that teachers and learners are clear and consistent with their use of mathematical language and processes.  These documents will make an important contribution to achieving that consistency and thereby better mathematics and science learning."

Josh Hillman, Acting Director and Director of Education, Nuffield Foundation @NuffieldFound 

"The new science curriculum recognises that mathematical skills are an essential part of scientific study and places greater emphasis on their teaching and assessment. At the Nuffield Foundation we welcome this development, but we are also aware that differences in terminology and teaching approaches can make it difficult for students to appreciate the links between the subjects and to apply their mathematical skills in a scientific context. We have funded this guidance for teachers in order to facilitate a common understanding of how and where the ideas taught in maths lessons are used in science. It has been developed with input from a team of experts in science and maths teaching and assessment, and will be essential reading for all secondary school science educators and anyone with an interest in how mathematical skills can be developed through other subjects."

Jane Imrie, Deputy Director, National Centre for Excellence in the Teaching of Mathematics @NCETM

"The NCETM has been pleased to support the development of The Language of Mathematics in Science project. We believe that the publication might prove a useful stimulus for conversations between maths and science teachers, and help underline the point to pupils that mathematics is an essential component of all scientific study."

Stephen Lyon, Mathematics Specialist, National STEM Learning Centre, STEM Learning Ltd.

"STEM Learning is been pleased to support the publication ‘The Language of Mathematics in Science’. We believe the publication will be a useful guide for collaborative work between teachers of science and teachers of mathematics. The greater the understanding teachers have of the mathematical demands of both subjects can only lead to a more consistent approach with students being more able to apply their mathematical skills in a variety of contexts."


What teachers say

Alaric Thompson CSciTeach - Head of Physics, Ulverston Victoria High School @ThomasCarlPion

"There have been difficulties for as long as I can remember caused by inconsistencies in the teaching of maths. Colleagues and students can get confused in the face of different terminology in maths, biology, chemistry and physics and also differences between awarding bodies. I am sure that the Language of Mathematics in Science project outputs will go a long way to resolving these issues, just as the Language of Measurement did for practical work. My first copy of the Language of Measurement was so well thumbed that it fell apart and I had to buy another so it is fantastic that The Language of Mathematics in Science: A Guide for Teachers of 11-16 Science is available as a free pdf.

As schools make their preparation for the implementation of new GCSEs in September, this timely release, along with the forthcoming Teaching Approaches sister publication, will make a significant difference to planning and delivery for the years to come."

Alastair Gittner CSciTeach, Deputy Headteacher, Stocksbridge High School @agittner

"The new Science GCSEs place increased demand on student's mathematical ability.  It is more important than ever that science teachers are confident to teach the necessary mathematical skills and knowledge.  This publication will greatly help science departments and teachers really consider how they teach this mathematics, give them guidance and the confidence to try new techniques and go on to help their students achieve more in science."