Learning science in school means also learning to use some mathematics. For many students at secondary level, even those who demonstrate an interest in the subject, this aspect can prove problematic. This article seeks to learn from the pedagogical practice of mathematics educators and examine three ways in which ideas that are used in mathematics can be adapted to support science. It concludes by expressing a hope that open professional discussion among science teachers on this topic will be provoked, leading to improved learning experiences for students. The thinking explained in this article emerged from questions raised in a series of professional development and teacher education workshops over a period of around a year with beginner and experienced science teachers.