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Full-Text Articles in Science and Mathematics Education
Quantitative Reasoning - Mathematical Modeling In The Sciences, Robert L. Mayes Dr.
Quantitative Reasoning - Mathematical Modeling In The Sciences, Robert L. Mayes Dr.
Annual Symposium on Biomathematics and Ecology Education and Research
No abstract provided.
Quantifying Life: A Computational Approach To Teaching Mathematics To Biology Students, Dmitry Kondrashov
Quantifying Life: A Computational Approach To Teaching Mathematics To Biology Students, Dmitry Kondrashov
Annual Symposium on Biomathematics and Ecology Education and Research
No abstract provided.
Teaching Nonlinear Dynamics To Biology Freshmen Improves Math Interest And Physics Performance, Jane Shevtsov, Alan Garfinkel, William Conley, Kevin Eagan, Erin Sanders, Blaire Van Valkenburgh
Teaching Nonlinear Dynamics To Biology Freshmen Improves Math Interest And Physics Performance, Jane Shevtsov, Alan Garfinkel, William Conley, Kevin Eagan, Erin Sanders, Blaire Van Valkenburgh
Annual Symposium on Biomathematics and Ecology Education and Research
No abstract provided.
Exploring Argumentation, Objectivity, And Bias: The Case Of Mathematical Infinity, Ami Mamolo
Exploring Argumentation, Objectivity, And Bias: The Case Of Mathematical Infinity, Ami Mamolo
OSSA Conference Archive
This paper presents an overview of several years of my research into individuals’ reasoning, argumentation, and bias when addressing problems, scenarios, and symbols related to mathematical infinity. There is a long history of debate around what constitutes “objective truth” in the realm of mathematical infinity, dating back to ancient Greece (e.g., Dubinsky et al., 2005). Modes of argumentation, hindrances, and intuitions have been largely consistent over the years and across levels of expertise (e.g., Brown et al., 2010; Fischbein et al., 1979, Tsamir, 1999). This presentation examines the interrelated complexities of notions of objectivity, bias, and argumentation as manifested in …
Implementation Of Flipped Classrooms In A Non-Major Biology Course, Leah Good
Implementation Of Flipped Classrooms In A Non-Major Biology Course, Leah Good
Scholars Week
With major calls for reform in STEM education from professional organizations (e.g. AAAS, NIH, NSF), studies have found that faculty in higher education can improve student learning by changing their teaching from teacher-centered to student-centered. Change in teaching practice can be difficult, however, especially without significant training. One method of introducing student-centered teaching practices into the classroom is through the use of a flipped classroom model, where students engage in learner-centered activities within the classroom and receive passively-transmitted information outside the classroom. The focus of my study was two-fold, (a) to determine if the flipped classroom method affects student learning …