Resumen de Mathematical input into secondary science continuing professional development (CPD)
In response to increased mathematical demands in the new science specifications at key stages 3, 4 and 5 (ages 11-18), there is a need for greater mathematical input into science continuing professional development (CPD) courses. This article relates the problems considered, the ideas discussed, the resources used and the responses of science teachers to mathematics sessions encountered on three courses offered by the National Science Learning Centre: one for newly qualified science teachers, one for A-level biology teachers and one for A-level physics teachers.
Is greater collaboration between mathematics and science departments and science teachers delivering more mathematics in science lessons part of the answer?
