The elephant in the science staff room
An investigation into the mathematical skills and confidence of pre-service science teachers
Bibliographic Data
| ID | 21589382 |
|---|---|
| Authors | Caroline M A Neuberg (0009-0003-0700-774X, Leeds Trinity University, corresponding author), Ally Davies (0009-0002-1634-8338, Oxford Cambridge and RSA Examination Board), Elizabeth M Nourshargh (Formerly with the Institute of Physics, London, UK) |
| Year | 2025 |
| Pages | 1-24 |
| Publication date | 2025-09-19 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2025.2557601 |
| OpenAlex | W4414353344 |
| Language | EN |
| References cited | 45 |
This paper explores the importance of mathematical skills for teaching science effectively to 14–16-year-olds and evaluates the support pre-service science teachers (PSTs) receive during their postgraduate initial teacher education (ITE) in England. Triggered by increased mathematical demands in the science curriculum, the study gathered data from 18 ITE providers (11% of national providers) during the 2023/2024 academic year. These providers completed a qualitative questionnaire on the mathematical support they offer. Additionally, 236 PSTs (11% of the national cohort) voluntarily completed a marking exercise with eight questions reflecting mathematical skills needed in secondary science teaching. Results highlight wide variability in mathematical preparation across ITE programmes. Only 13.5% of PSTs completed the exercise both correctly and confidently. Performance differences emerged by gender and subject specialism, with male PSTs and physics specialists performing better. Greater prior mathematics education also correlated with higher competence. The study recommends developing a mathematics skills audit and intervention tool for PSTs, integrating stronger mathematical content into ITE programmes, and conducting further research on PSTs’ mathematical development needs. These steps aim to address gaps in mathematical competence and ensure science teachers are well-prepared to deliver the curriculum effectively
Data collection · Knowledge level · Professional development · Science education · Self-confidence · Teaching method · Cognitive and developmental aspects of mathematical skills · Education, Achievement, and Giftedness · Mathematics Education and Teaching Techniques
The Nature, Effects, and Relief of Mathematics Anxiety
The classroom environment and students' reports of avoidance strategies in mathematics
The Mathematics Anxiety Rating Scale
Math Anxiety
The relationships among working memory, math anxiety, and performance.
Female teachers’ math anxiety affects girls’ math achievement
The relationships between freshmen’s accuracy of self-evaluation and the likelihood of succeeding in chemistry and physics exams in two STEM undergraduate courses
Quantitative skills as a graduate learning outcome
Self-efficacy
Knowledge and Teaching
When further learning fails
Gender differences in mathematics performance
| Highly cited | No |
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