Abstract
Since the publication of the National Research Councils Report BIO2010, e orts have increased to better integrate mathematics and biology in undergraduate education. Unfortunately, equivalent e orts to introduce these quantitative topics at the secondary level have been seldom. This could cause differential success of undergraduate students who come from diverse secondary science backgrounds. Undergraduate courses regularly use technology to integrate these two disciplines, and we believe that technology can similarly be used at the secondary level to prevent quantitative achievement mismatch in undergraduate biology programs. In this paper, we review the current uses of technology to teach quantitative biology at the secondary and undergraduate levels, propose needs for further implementation, and address potential barriers to integrating mathematics and biology using technology.
Highlights
In an exceedingly data-driven world, biologists face mounting pressure to be experienced in quantitative methods to analyze and synthesize biological processes (Feser, Vasaly, and Herrera 2013)
Quantitative biology needs to be introduced to students early in their educational pursuits to ensure their abilities are fully developed once they enter the workforce (Bialek and Botstein 2004)
In 2003, the National Research Council (NRC) introduced BIO2010, which urged undergraduate biology programs to increase the quantitative aspects of curricula (National Research Council 2003)
Summary
Chapman, Christmann, and Thatcher 2006; Aikens and Dolan 2014; Karsai and Knisley 2009; Marsteller et al 2010; Robeva and Laubenbacher 2009; Waldrop et al 2015; Lee and Tsai 2013). Many secondary school educators do not feel confident in their own mathematics abilities or use of technology and shy away from teaching quantitative topics (Jackson and Leffingwell 1999; Beilock et al 2010) This prevents students from gaining valuable knowledge, it can introduce or increase math anxiety (Jackson and Leffingwell 1999; Beilock et al 2010; Ertmer et al 2012; Drier et al 2000; Li 2007). We review how technology is being used to teach quantitative biology at the secondary and undergraduate levels, identify potential barriers to integrating these new topics into existing courses and curriculum, and propose resolutions to these barriers. We focus solely on the integration of quantitative topics in biology courses, rather than the inclusion of biological content in mathematics courses
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