If you could give teachers one quick tip for building students number confidence in chemistry, what would it be?
A skill that comes up constantly across science is times tables and mental computation. There are many situations where students need to work through complex problems, and if they are still using valuable mental energy on simple arithmetic or multiplication, they have less attention available for the problem itself.
Being able to quickly multiply, add, or subtract numbers mentally is a key skill that has applications far beyond chemistry. The more automatic these basic calculations become, the more confidence students develop when tackling new and challenging concepts.
What keeps you passionate about sharing science with students?
Before becoming a teacher, I studied biology and environmental chemistry at university, although I also completed units in a range of other areas, including anthropology and religious studies. I was passionate about understanding how we can better care for plants, animals and ecosystems, from both the large-scale environmental perspective and the chemical processes that underpin it all. Like many young scientists I wanted to make the world a better place.
As a teacher every student I inspire to pursue that same path –even if it is only one or two each year, allows me to multiply the positive impact I can have on the world. By encouraging students to become informed, curious and ethically conscious scientists, I can contribute far more than I ever could working alone as a researcher. That idea still excites me every time I meet a new group of students.
What first sparked your interest in teaching science, and what keeps you in the classroom today?
I have always loved talking about science. Sitting around with friends discussing new discoveries, fascinating ideas, or interesting moments in history has always been one of my favourite things to do.
As a teacher that enthusiasm has never disappeared. I still enjoy working alongside like-minded colleagues, sharing ideas and learning new things. The best part of teaching is that we get to do this every day. Encouraging students to think differently, helping them see something in a new light, and watching them experience the excitement of discovery for themselves remains one of the most rewarding parts of the profession.
What is one small change a teacher can make that has a lasting impact on how students handle the numbers in chemistry?
Small steps and small questions repeated often.
The goal with many of these skills is to make the basics automatic. Students should be able to look at a periodic table and quickly determine the number of protons, neutrons and electrons in an atom. They should know how to calculate the molecular mass of a compound and remember how to rearrange formulas with confidence.
The more students can do without consciously thinking about the process, the more mental capacity they have available for higher-order thinking. This not only opens the door to greater extension and deeper understanding but also reduces the stress that can often accompany problem solving.
What do you hope a student feels once the maths in chemistry stops being the hard part?
Chemistry can be cognitively demanding because students eventually move beyond what they can directly observe and into a world they cannot see. Understanding what atoms look like, how particles interact, and what happens when chemicals react and exchange electrons requires students to build and rely on abstract mental models.
Linking what is observed in an experiment to what is happening at the atomic level places demands on working memory. At the same time students are often processing the mathematics needed to make predictions and explain outcomes.
If we can help students automate the numerical skills and use them without adding to their cognitive load, we free them to focus on the bigger questions. Instead of getting stuck on the calculations, they can explore the why behind chemical reactions and fully engage with the process of investigation and discovery. Ultimately, I hope they feel curious, capable and excited about understanding how the world works.
About Ian Stace-Winkles
Ian Stace-Winkles graduated with a BSc from the Australian National University, before gaining a GradDipEd from the University of Canberra and a MEd from the Australian Catholic University. He has taught science at St Mary MacKillop College, Canberra, and is currently the science coordinator at St Francis Xavier College, which is also in Canberra. He enjoys fiery, colourful and flashy experiments and teaching senior students chemistry.
