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. 2021 Mar;20(1):ar5.
doi: 10.1187/cbe.20-06-0124.

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

Melissa L Aikens  1 , Carrie Diaz Eaton  2 , Hannah Callender Highlander  3
Affiliations

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

Melissa L Aikens et al. CBE Life Sci Educ. 2021 Mar.

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.

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Figures

FIGURE 1.
FIGURE 1.
Least-squares means of pre and post scores for the interest survey item: Mathematics is enjoyable and stimulating to me. Error bars represent ± SE.
FIGURE 2.
FIGURE 2.
(A) Frequency of categories describing why mathematics is beneficial to biology among individuals who reported mathematics to be beneficial to biology (n = 111 in pre survey; n = 117 in post survey). (B) Frequency of specific science process skill codes (from initial coding) among individuals whose responses to why mathematics is beneficial to biology were categorized under Science Process Skills (n = 35 in pre survey; n = 56 in post survey). Multiple categories or specific science process skills may have been coded per student, so total percentage sums to greater than 100%.
FIGURE 3.
FIGURE 3.
Frequency of predominant codes for why students’ attitudes toward mathematics improved among individuals who reported their attitudes improved (n = 55). Multiple reasons may have been coded per student, so total percentage sums to greater than 100%.
FIGURE 4.
FIGURE 4.
Factors that contribute to improved affect toward mathematics among life science students in biocalculus courses. Solid arrows represent relationships supported by the results of this study. Dashed arrows represent relationships supported by theory and/or other studies. The arrow from perceived competence to another arrow represents moderation.
See this image and copyright information in PMC

References

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    1. American Association for the Advancement of Science. (2011). Vision and change in undergraduate biology education: A call to action. Washington, DC.
    1. Andrews, S. E., Aikens, M. L. (2018). Life science majors’ math-biology task values relate to student characteristics and predict the likelihood of taking quantitative biology courses. Journal of Microbiology & Biology Education, 19(2), 1–10. - PMC - PubMed
    1. Arnett, A., Van Horn, D. (2009). Connecting mathematics and science: A learning community that helps math-phobic students. Journal of College Science Teaching, 38(6), 30–34.
    1. Association of American Medical Colleges–Howard Hughes Medical Institute. (2009). Scientific foundations for future physicians. Washington, DC: Association of American Medical Colleges.

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