ASE 2027 Annual Conference

This workshop challenges teachers to rethink how molar relationships are introduced and taught. Moving beyond the traditional reliance on formulae such as moles = mass ÷ Mr and moles = concentration × volume, it presents a more intuitive, proportional based approach aligned with mathematical reasoning.

Participants will explore how teaching mole calculations through proportional relationships can deepen conceptual understanding, reduce cognitive load and improve student confidence in tackling quantitative chemistry problems. By connecting chemistry more explicitly with familiar mathematical strategies, this approach supports learners in making sense of problems rather than memorising procedures.

Designed for both early career and experienced teachers, the session will provide practical classroom strategies, worked examples, and opportunities to reflect on current practice. Delegates will leave equipped with adaptable methods to enhance student understanding and attainment.