Putting It into Perspective: Mathematics in the Undergraduate Science Curriculum

Autor/inn/en	Matthews, Kelly E.; Adams, Peter; Goos, Merrilyn
Titel	Putting It into Perspective: Mathematics in the Undergraduate Science Curriculum
Quelle	In: International Journal of Mathematical Education in Science and Technology, 40 (2009) 7, S.891-902 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
Schlagwörter	Student Attitudes; Focus Groups; Mathematics Skills; Interdisciplinary Approach; Mathematics Activities; Science Instruction; Teaching Methods; Science Curriculum; Undergraduate Study; College Mathematics; College Science; Mathematical Concepts; Scientific Concepts; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Schülerverhalten; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Grundstudium; Ausland; Australien
Abstract	Mathematics and science are tightly interwoven, yet they are often treated as distinct disciplines in the educational context. This study details the development, implementation and outcomes of a teaching intervention that highlights the links between mathematics and science, in the form of a first-year interdisciplinary course. A mixed method study using surveys and focus groups was employed to investigate undergraduate science students' perceptions of their experiences. Findings reveal that students bring strong beliefs about the nature of mathematics and science from secondary school, which can impact significantly on the success of interdisciplinary science-mathematics courses at the tertiary level. Despite this, a range of beneficial outcomes can arise from such courses when they are delivered within a framework of analysing real-world issues. However, students with weak mathematical skills derived little benefit from an interdisciplinary approach and are likely to disengage from learning, in comparison with students who enter university with a solid foundation in mathematics. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10