The Case for Biocalculus: Improving Student Understanding of the Utility Value of Mathematics to Biology and Affect toward Mathematics

Autor/inn/en	Aikens, Melissa L.; Diaz Eaton, Carrie; Highlander, Hannah Callender
Titel	The Case for Biocalculus: Improving Student Understanding of the Utility Value of Mathematics to Biology and Affect toward Mathematics
Quelle	In: CBE - Life Sciences Education, 20 (2021) 1, Artikel 5 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.20-06-0124
Schlagwörter	Calculus; Biology; Mathematics Instruction; Science Instruction; Required Courses; Learning Motivation; Mathematics Achievement; Scientific Concepts; Student Interests; Student Attitudes; Attitude Change; Teaching Methods; Withdrawal (Education); Academic Failure; Undergraduate Students; Student Characteristics; Oregon (Portland) + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Biologie; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pflichtkurs; Motivation for studies; Lernmotivation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Studieninteresse; Schülerverhalten; Attitudinal change; Einstellungsänderung; Teaching method; Lehrmethode; Unterrichtsmethode; Kursabbruch
Abstract	The next generation of life science professionals will require far more quantitative skills than prior generations. Calculus is important for understanding dynamical systems in biology and, therefore, is often a required course for life science students. However, many life science students do not understand the utility value of mathematics to biology. Therefore, according to expectancy-value theory, life science students may experience lower motivation, which can impact their performance in a calculus course. This study examines how two different biocalculus courses, which integrated calculus and biological concepts and successfully halved the rates of students earning a D, F, or withdrawing (DFW), affected life science students' utility value, interest, and overall attitudes toward mathematics. Using pre and post surveys, we found that students' interest in mathematics increased by the end of the semester, and they demonstrated a more sophisticated understanding of how mathematics is used in biology. Students whose attitudes toward mathematics improved primarily attributed these changes to a better understanding of the utility of mathematics to biology, feelings of competence in mathematics, or rapport with the instructor. Thus, communicating the utility value of mathematics to biology through integrated mathematics-biology courses can contribute to improved attitudes toward mathematics that can impact students' motivation and performance. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01