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Science and Mathematics Education Commons™
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Articles 1 - 5 of 5
Full-Text Articles in Science and Mathematics Education
Brave Spaces: Augmenting Interdisciplinary Stem Education By Using Quantitative Data Explorations To Engage Conversations On Equity And Social Justice, John R. Jungck, Jon Manon
Brave Spaces: Augmenting Interdisciplinary Stem Education By Using Quantitative Data Explorations To Engage Conversations On Equity And Social Justice, John R. Jungck, Jon Manon
Numeracy
In workshops and courses involving in-service teachers, participating teachers can engage in problem posing and exploration of difficult issues when they are asked to quantitatively model alternative scenarios, statistically analyze complex data, and visualize these data in multiple formats. Subsequent to these activities, discussions of sensitive issues, some even considered taboo in classrooms, can open up “brave spaces” in these teachers’ classrooms. Without coaching through elaborate facilitation strategies, the in-service teachers grappled openly with the nuances of such difficult issues and raised many alternatives involving quantitative reasoning as well as considering biological, cultural, economic, social, and political factors influencing social …
Parts Of The Whole: Why I Teach This Subject This Way, Dorothy Wallace
Parts Of The Whole: Why I Teach This Subject This Way, Dorothy Wallace
Numeracy
The importance of mathematics to biology is illustrated by search data from Google Scholar. I argue that a pedagogical approach based on student research projects is likely to improve retention and foster critical thinking about mathematical modeling, as well as reinforce quantitative reasoning and the appreciation of calculus as a tool. The usual features of a course (e.g., the instructor, assessment, text, etc.) are shown to have very different purposes in a research-based course.
Parts Of The Whole: Teaching Quantitative Reasoning In The Predator-Prey Model, Dorothy Wallace
Parts Of The Whole: Teaching Quantitative Reasoning In The Predator-Prey Model, Dorothy Wallace
Numeracy
The classical predator-prey equations are in nearly every differential equations text and mathematical biology text. Usually they are presented fait accompli, leaving the student to analyze them or play with a computer program. Here we show that the process of fully understanding where these equations come from and how they are derived provides numerous opportunities to teach or reinforce quantitative reasoning skills necessary to future scientists. This example is used to invoke logic, systems thinking, causal reasoning, understanding functions of one or more variables, quantities versus rates of change, proportional reasoning, unit analysis, and comparison to data.
Random Number Simulations Reveal How Random Noise Affects The Measurements And Graphical Portrayals Of Self-Assessed Competency, Edward Nuhfer, Christopher Cogan, Steven Fleisher, Eric Gaze, Karl Wirth
Random Number Simulations Reveal How Random Noise Affects The Measurements And Graphical Portrayals Of Self-Assessed Competency, Edward Nuhfer, Christopher Cogan, Steven Fleisher, Eric Gaze, Karl Wirth
Numeracy
Self-assessment measures of competency are blends of an authentic self-assessment signal that researchers seek to measure and random disorder or "noise" that accompanies that signal. In this study, we use random number simulations to explore how random noise affects critical aspects of self-assessment investigations: reliability, correlation, critical sample size, and the graphical representations of self-assessment data. We show that graphical conventions common in the self-assessment literature introduce artifacts that invite misinterpretation. Troublesome conventions include: (y minus x) vs. (x) scatterplots; (y minus x) vs. (x) column graphs aggregated as quantiles; line …
Quantitative Reasoning And Sustainability, Corrine H. Taylor
Quantitative Reasoning And Sustainability, Corrine H. Taylor
Numeracy
Quantitative Reasoning and Sustainability have much in common. Both are complex, nuanced concepts with rather long definitions that have evolved over time. Both subjects are “everybody’s business” on college campuses, and must be approached in courses across the curriculum, not merely in one course on QR or in one course on Sustainability. The growing, wider presence of both QR and Sustainability on college campuses is due to their applicability in individuals’ personal, professional, and public lives. Moreover, QR and Sustainability support and enhance each other in and out of the classroom. Sustainability is an important, authentic, relevant context for lessons …