Connecting with Teachers through Modeling in Mathematical Biology
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Connecting with Teachers through Modeling in Mathematical Biology Padmanabhan Seshaiyer1
· Suzanne Lenhart2
Received: 24 February 2020 / Accepted: 3 July 2020 © Society for Mathematical Biology 2020
Abstract In this work, we describe some effective teaching and research practices that can help to integrate mathematics and biology efficiently to enhance student learning at all levels. One of the successful approaches proposed is to employ mathematical modeling that can help transform pedagogical practices. In this regard, we introduce some modeling activities that have been shared with teachers through professional development programs and have been incorporated in the classrooms. We also present how engaging teachers in research experiences in mathematical modeling can help to transform their pedagogical practices and provide opportunities for students to consider pursuing areas at the interface of mathematics and biology. Keywords Teachers · Mathematical modeling · Math biology applications
1 Introduction Over the last decade and a half, there have been several efforts to re-envision the undergraduate curriculum in the sciences to create opportunities to integrate mathematics and biology to engage the future generation in “quantitative biology” (National
The work of Lenhart was partially supported by the National Institute of Mathematical and Biological Synthesis (NIMBioS), an Institute sponsored by National Science Foundation, through Award DBI-1300426, with additional support from University of Tennessee, Knoxvillle. The work of Seshaiyer was partially supported by the National Science Foundation Grant DMS 1441024 on “Investigating Mathematical Modeling, Experiential Learning and Research through Professional Development and an Integrated Online Network for Elementary Teachers”.
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Padmanabhan Seshaiyer [email protected] Suzanne Lenhart [email protected]
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Department of Mathematical Sciences, George Mason University, Fairfax, USA
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Department of Mathematics, University of Tennessee, Knoxville, USA 0123456789().: V,-vol
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Research Council 2003). The hope was that this new generation of biologists will employ mathematical models and computational approaches to frame hypotheses, design experiments, and analyze results (Robeva and Laubenbacher 2009). There are multiple theories that discuss the nature of mathematics in scientific practice and its role in science education (Svoboda and Passmore 2013). It is clear that in order to develop a formal connection between mathematics and science, it is not enough to simply add some mathematics content to the science curriculum or vice versa. For example, the need to integrate mathematics into the development of biology concepts could arise from interdisciplinary approaches (Farrior et al. 2007) or through a need to collect, manage, interpret, and visualize data (Reed 2004; Rossi et al. 2004). Recently, a National Science Foundation report gathered input from researchers in a variety of fields spanning mathematics and
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