I’d like to focus on the connection between mathematics and science, which is a very STRONG relationship including both derived inferences and derived equations, as well as mere observations and equation memorization. Prior to teaching I perceived the subjects of mathematics and science to be separate; however, it was the Ghassan Sirhan “Chemistry Triangle” that provided a powerful visual connection and explanation which I share with my students on the second day of school. The three corners of the triangle are 1) Macroscopic/Descriptive, 2) sub-Microscopic, and 3) Symbolic/Representative. It is the later corner in which mathematics, equations are introduced. I disagree that using and manipulating equations is “utterly pointless,” as it is often is more meaningful and informative to derive an inference for the result of a mathematical calculation, than understanding the derivation of an equation, particularly in a laboratory setting. Much emphasis in the high school classroom is on the nature of science and having students attempt to establish relationships among what they see (macroscopic), what they don’t (microscopic), and what they calculate and infer (symbolic)- not how well they can derive.
Thank You & Take Care.
Miss Brianna Miller
Middletown Area High School
Chemistry Teacher & Key Club Advisor
Middletown Area Education Association
President