Mathematics is integral to many chemistry concepts. This relationship is deeply rooted in the intertwined nature of the two disciplines. Learning chemistry at secondary and university levels relies heavily on mathematical concepts such as algebra, arithmetic, and sometimes calculus to solve problems. There is also graphical analysis in chemistry, which requires learners to interpret data and understand certain theoretical methods (Gayle, 2024).

The Link between Mathematics and Chemistry

Multiple studies have established a strong and positive correlation between the subjects. In terms of performance, research studies have found that pre-university students consistently achieve higher grades in chemistry if they have a solid background in mathematics (Keong, 2024). Other than academic performance, scientists also found that students report greater confidence in tackling some challenging chemistry topics like stoichiometry, thermodynamics and kinetics if they have great competency in mathematics. This indicates that mathematical competence is a reliable predictor of chemistry success (George & Onuegbu, 2024).

Building Confidence through Mathematical Mastery

Confidence, or self-efficacy, is a critical factor in academic achievement. Students who believe in their ability to succeed are more likely to engage with challenging material and persist through difficulties. Therefore, students who do well in mathematics will foster such self-efficacy in tackling challenging science subjects, like chemistry. Mathematics competency fosters such self-efficacy in chemistry by equipping learners with the necessary tools to approach certain quantitative problems (Gayle, 2024) that exist in the subject, such as stoichiometry and kinetics. When students are comfortable with mathematical operations, they are less likely to be intimidated by the calculations and abstract reasoning required in chemistry, which will subsequently reduce the fear and anxiety of the subject.

What if a lack of mathematical competency occurs?

On the other hand, if students struggle with mathematical competence, this can create a negative feedback loop where they most often struggle and frequently feel overwhelmed by chemistry, leading to avoidance, reduced effort, and ultimately lower achievement. According to Gayle (2024), this cycle can only be broken by integrating mathematics instruction into chemistry education, as demonstrated by interventions where targeted mathematics reviews led to statistically significant increases in both mathematics skills and chemistry self-efficacy

Role of Educators

Given the clear connection between mathematics and chemistry success, educators are encouraged to adopt integrated teaching approaches that emphasise the interdependence of the two subjects. Only by reinforcing mathematical concepts within the context of chemistry lessons can teachers help students build both competence and confidence, setting them up for sustained academic success.

Conclusion

In summary, competency in mathematics is not just a supplementary skill but a foundational pillar for success in chemistry. It boosts students’ confidence by demystifying complex problems and provides the practical skills needed to excel in assessments. As research consistently shows, investing in mathematical proficiency pays dividends in chemistry classrooms, which will eventually (hopefully) lead to higher grades, greater self-assurance, and an overall more positive academic experience. Happy learners produce happy and efficient educators.

Bibliography

Gayle, A. M.(2024). Impact of a Mathematics Review on Students’ Chemistry Self-Efficacy and Problem-Solving Skills in an Undergraduate Chemistry Course. (Doctoral dissertation). Available at: https://scholarcommons.sc.edu/etd/8214

George, N. R., & Onuegbu, E. C. (2024). Correlation between Secondary Students’ Mathematical Skills and Academic Performance in Chemistry in Rivers State, Nigeria. International Journal of Research in Education and Sustainable Development, 4(5), 202-208. Available at: https://www.openjournals.ijaar.org/index.php/ijresd/article/view/629

Keong R. (2024). Do Prior Knowledge of Advanced Mathematics Influence Academic Confidence of Students Taking Pre-university Chemistry Courses? ISSN: 2186 5892 The Asian Conference on Education 2023. Available at: https://doi.org/10.22492/issn.2186-5892.2024.67

Written by Raymond Hee Kok Keong