A Quantitative Reasoning Framework and the Importance of Quantitative Modeling in Biology

Abstract

Biology is becoming more quantitative. If we are to support the future of quantitative biology, then the next generation of biologists must be prepared to consistently integrate quantitative reasoning into subject matter that has traditionally been considered through a qualitative lens. We introduce a quantitative reasoning framework and discuss the importance of quantitative modeling in biology. The framework includes the Quantitative Act as a support for Quantitative Modeling and Quantitative Interpretation. The QM BUGS diagnostic instrument was developed to assesses undergraduate biology students’ abilities to create and apply models employing pre-calculus mathematics. A brief discussion of our research findings based on implementation of the instrument include the lack of student ability to develop quantitative models. We present items from the instrument as examples of the Quantitative Act elements: variable quantification through identifying variable and attributes, measurement, variation, quantitative literacy, and context. We also provide items representing quantitative modeling and quantitative interpretation. We then view quantitative biology from K-12 and collegiate perspectives, including instructional practices for teaching quantitative biology, motivating problem contexts that afford quantification, instructional strategies of repetition, scaffolding, peer teaching and learning, direct instruction and teacher moves on the K-12 level, as well as identifying five competencies for the next generation of biologists which require QA abilities.