Okay, so an issue that seems to be cropping up everywhere [around here at least (GA)] is that in the sciences we get students that don't understand how to solve for variables. As an example, D=m/V...given mass and density solve for volume. There are plenty of students that can't do it even when you show them. Now I have a lab that I want to do that works out how density works and how mass and volume play a role and I think it will help some students, but I can see it not reaching everyone simply because when they see mathematics they shut down. That's an extreme example because in a subject like Chemistry or Physics you can have many more variables and we are encouraged to give students word-problems rather than straight-forward plug-and-solve problems. I don't mind this and I think the students get much more out of word-problems, but does anyone have any tips on working with those students that have issues? When I did gas laws in Chemistry there were so many formulas that I created a worksheet that had them filling in variables, telling me which formula they would use and essentially going through the steps over and over and over. There were students that told me they were done showing the steps after one or two problems (those more gifted students), students that just did what they saw (non-assertive or they just don't understand) and then students that simply could not do it at all. I worked with them individually and paired them with other students, but something was not clicking. It was the most stressful experience as I was student teaching because I felt like I was failing those students despite trying hard to help them the best I could. There was a time-crunch because of massive amounts of testing a few weeks after this unit so it was somewhat sped up and we ended up doing a lab where they collected oxygen and connected that to our earlier lessons on...well...everything about chemistry (moles, conversions, chemical reactions, etc.) and I was still just upset about the students that were behind not because they couldn't understand the chemistry, but because they struggled with the mathematics. So...are there any chemistry teachers or physics teachers that struggle with this or perhaps you used to struggle and found some means of relieving that struggle. I thought perhaps changing the assessment to be more concept based rather than formula based would help, but there were restrictions on what I could actually do and that never came to fruition. Or any teachers I suppose. These are students that I felt like should be in a less rigorous or abstract science, but at the same time I don't think they should miss out on the experiences they can have in a chemistry or physics classroom. These are two huge science courses that branch out into a mass collective of careers.