When it comes to A level subjects, mathematics remains the most popular choice for students. In England in 2021, there were 87,000 entries. Given the popularity of A level mathematics, it is probably no surprise that 88% of physics A level students also take A level mathematics1.
This also makes sense as the A level mathematics specification and the A level physics specification have a great deal of overlap: from Newton’s laws of motion, moments, friction, and momentum, to the use of logs and exponentials, the list goes on…
But do students appreciate the similarities? And if not, how can we teach in a way that bridges the gap?
Once, when teaching an A level mathematics mechanics lesson, a student stopped me mid-flow to ask if they could write an equation on the board. They wanted to know whether the equation I had just written and the equation they had just written, were the ‘same’. At first sight, the two equations looked completely different, but with a little rearrangement and swapping of symbols, the two equations were indeed the same.
“Ah!” said the student, “I get it now. That’s what we do in physics – they say you do it wrong!’
As a result of this conversation, I took a closer look at the A level physics specification and then invited myself to observe a few A level physics lessons. Despite the similarities in content, I noticed a difference in approach and emphasis from the physics teacher which, from a student's perspective, would make the mathematics in a mathematics lesson look and feel different from the same mathematics experienced in a physics lesson. And so, the journey began to explore how the teachers of mathematics and physics A level could come together.
I aimed to form a more joined-up approach where possible, but also for both departments to be aware of, and appreciate, the differences in approach the two subjects may have to the same mathematics.
This summer, STEM Learning and the Advanced Mathematics Support Programme (AMSP) are collaborating to engage with teachers of A level mathematics and teachers of A level physics. We’re inviting two teachers from the same school or college, to join us to explore how the mathematics and physics departments can work together to offer a coherent experience for students studying A level mathematics and A level physics.
In addition, in this two-day, residential course, we will consider how to support students who study A level physics but not A level mathematics and vice-versa.
The course covers:
- best practice when supporting students apply to level 2 mathematics in a level 3 context
- how mathematics pedagogy can be applied in physics to aid the transferability of skills
- how the use of graphing technology can be used consistently in the teaching and learning of each subject
- the benefits of using simple practical activities in the mathematics classroom
- how best to support A level physics students who are not studying A level mathematics
- topics common to both specifications: implications for schemes of learning.
For more information and to book:
References:
1 https://ffteducationdatalab.org.uk/2022/04/is-a-level-maths-a-requiremen...