Research School Network: Embedding Maths Skills in the Science Classroom: Why It Matters What the research tells us
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Embedding Maths Skills in the Science Classroom: Why It Matters
What the research tells us
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by Devon Research School
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Hannah Claydon
Deputy Director of Devon Research School, Raising Standards Lead for Year 7 and Teacher of Science at Kingsbridge Community College.
I have been a teacher for 9 years and am passionate about the power of education. Teaching is a challenging profession, therefore I want to make sure my practice is as effective as it can be, for the benefit of the students in and out of my classroom. The work of the EEF is important in this endeavour; especially for our disadvantaged students. I feel privileged to working alongside an amazing team at the Research School and am excited to be sharing research findings and best practice with teachers across the South West.
As a science teacher, I see daily how closely our students’ success in science depends on their confidence with mathematics. Whether analysing data, interpreting graphs, or calculating rates of reaction, science learning is filled with opportunities for pupils to apply — and strengthen — their mathematical understanding. For many pupils, especially those who may not have had the same breadth of prior opportunities to apply maths in varied contexts, the science classroom can play an important role in building that confidence.
Research consistently shows that numeracy is more than a set of isolated mathematical procedures. It involves recognising the role of mathematics in real‑world contexts and applying skills purposefully and confidently (Goos & O’Sullivan, 2023). When science teachers make these connections explicit, we create meaningful learning experiences that benefit all pupils, including those from socioeconomically disadvantaged backgrounds who may particularly value opportunities to use mathematical thinking in authentic, purposeful ways.
Why integrate maths into the science classroom?
The answer to this question goes beyond exam specification demands. International research highlights that integrating mathematics with other STEM disciplines can enhance learning in both subjects (Bennison & Geiger, 2020). When pupils use mathematics to solve scientific problems, they gain experience applying maths in ways that feel relevant and connected to understanding the world around them. This aligns with evidence showing that effective numeracy involves applying mathematical knowledge, using representational tools, and developing positive dispositions toward problem solving (Goos & O’Sullivan, 2023).
These experiences matter. When pupils — particularly those who may not always see themselves as “good at maths” — encounter mathematical ideas through engaging scientific contexts, they have more opportunities to experience success and build confidence. In practice, every graph plotted, every unit conversion, and every proportional reasoning task is a chance not only to deepen scientific understanding but also to support equitable access to powerful mathematical ideas.
An example from a Year 11 biology classroom
This week, my Year 11 class ventured outside to carry out random quadrat sampling as part of their GCSE Combined Science course. We estimated the abundance of broadleaf plantain in an area of the school grounds. Back in the classroom, students were guided through using their results to calculate the estimated population size and then practised a worked example independently. For many pupils, this structured modelling and guided practice provided the scaffolding they needed to feel successful.
However, towards the end of the lesson, I gave them a new multistep calculation question – see below.
Initially, many pupils paused. Through discussion, it became clear that the challenge lay not in the sampling method but in calculating the area of the irregular lawn — a mathematical step we had not practised, as our investigation had taken place on a simple rectangular space.
Reflecting on the mathematical demands
Reflecting on the lesson, it became clear that the stumbling block was not the scientific method itself, but a mathematical skill I had unintentionally overlooked. While pupils confidently applied proportion, estimation, and sampling techniques, calculating the area of an irregular shape required an additional layer of mathematical reasoning.
This reinforced an important reminder that echoes the research at the start of this blog: effective numeracy relies on making the mathematical demands of a task explicit and supporting pupils to apply their knowledge purposefully in real‑world contexts. For pupils who benefit from structure, clarity and step‑by‑step modelling — something that can be especially helpful for disadvantaged learners — this matters enormously.
By anticipating these demands more carefully — perhaps by modelling how to break complex shapes into smaller, regular ones, or by revisiting area calculations beforehand — I could have better prepared all pupils for the question. Next time, I will ensure that the mathematical steps are just as visible as the scientific ones, so that every student has the chance to use their maths with the confidence, fluency and flexibility that strong numeracy requires.
References
Goos, M. & O’ Sullivan, K. (2023). Numeracy across the Curriculum. 10.1093/acrefore/9780190264093.013.1530.
Bennison, A. & Geiger, V. (2020). Numeracy Across the Curriculum as a Model of Integrating Mathematics and Science. In: Anderson, J., Li, Y. (eds) Integrated Approaches to STEM Education. Advances in STEM Education. Springer, Cham. https://doi.org/10.1007/978 – 3-…
