learning and teaching maths in biosciences
DESCRIPTION
Presentation at the Leicester Biological Sciences Pedagogical Research Group on Tuesday 17th September 2013, by Jenny Koenig (Cambridge) on Learning and Teaching Maths in the Biosciences. http://lebioscience.blogspot.co.uk/2013/09/learning-and-teaching-maths-in.htmlTRANSCRIPT
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Learning and Teaching Maths in Biosciences
Jenny Koenig, Lucy Cavendish College, University of Cambridge
Dawn HawkinsAnglia Ruskin UniversityBiomaths Education Network
Nathan PikeHigher Education AcademyUS-UK Comparisons Study
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A survey of the mathematics landscape within bioscience in UK Higher Education (2011)
Preparedness from school:
• content
• attitudes
Maths in bioscience degrees:
• pedagogy
• content
http://www.bioscience.heacademy.ac.uk/ftp/reports/biomaths_landscape.pdf
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Preparedness: content
School maths qualifications upon entry at 24 UK HE’s
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GCSE grades for Bioscience degrees
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MEI (Mathematics in Education and Industry) 2010
C Grade at GCSE Maths means:
• no scientific notation
• very weak algebra
• no graphs of exponential or reciprocal functions
• no trigonometry
• no box plots or histograms
What do the grades mean in practice?
http://www.bioscience.heacademy.ac.uk/ftp/resources/pre-university-maths-guide.pdf
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logarithms and calculus are in AS maths
A level Chemistry and Biology contain very little maths
Report from SCORE, “Mathematics within A level Science 2010 Examinations” (2012)
http://www.score-education.org/policy/qualifications-and-assessment/mathematics-in-science
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Preparedness: attitudes
• “fear of maths”, “maths-phobia”• “treat maths as some kind of mystical dark art, sent to
terrorise biologists”• “the key difficulty is not so much lack of knowledge as
lack of confidence”• “the maths content of a Biology degree comes as quite a
shock…”• “when they see the application for themselves, many do
shift their opinion and attitude towards mathematics”
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Maths content in bioscience degrees
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US-UK Comparisons
Reports:BIO2010: Transforming Undergraduate Education for Future
Research Biologists (2003)
http://www.nap.edu/catalog.php?record_id=10497
Vision and Change in Undergraduate Education: A call to action. AAAS. (2011).
http://visionandchange.org/finalreport/
Engage to Excel: Producing One Million Additional College graduates with Degrees in Science, Technology, Engineering and Mathematics The President’s Council of Advisors on Science and Technology. (2012).
http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-executive-report-final_2-13-12.pdf
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What next?
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What are the key questions now?
• How do we change attitudes to maths?– positive reinforcement – can this be done in large classes?– context / authenticity – can this impact upon the emotional
response?– problem-solving approaches– mathematical modelling approaches
• Why don’t students expect to see maths in biology degrees?
• How do we correct the mismatch in content from school to university?