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Introductory College Mathematics for the Life Sciences: Has Anything Changed?
Margaret Cozzens1, Fred S Roberts2
1DIMACS, Rutgers University, Piscataway, USA. mcozzens@dimacs.rutgers.edu.
Bulletin of Mathematical Biology
|July 9, 2020
Summary
This study examines introductory college math for life science students post-BIO2010, focusing on calculus, data science, and online learning. It evaluates textbooks and course design to improve math education for biology majors.
Area of Science:
- Mathematics Education
- Life Sciences
- Biology
Background:
- The paper reviews the evolution of calculus instruction over 50 years, including high school and pre-BIO2010 changes.
- It addresses the impact of technological advancements and online education on mathematics course delivery.
Purpose of the Study:
- To analyze the introductory college mathematics sequence for life science students after BIO2010.
- To explore the suitability of current textbooks and course designs for biology majors.
- To identify key challenges and opportunities in math education for life sciences.
Main Methods:
- Literature review of calculus evolution and textbook development.
- Analysis of factors influencing math education: high school calculus, equity, online learning, and data science.
- Evaluation of introductory math sequences against defined goals for life science students.
Main Results:
- Identifies critical needs for life science students in introductory math, emphasizing real-world problems and data science.
- Highlights challenges such as math anxiety and the impact of online education.
- Assesses the role of technology and the increasing importance of data science skills.
Conclusions:
- Recommends improvements in introductory mathematics for life sciences, informed by historical context and current trends.
- Emphasizes the need for relevant, engaging math curricula that incorporate data science and technology.
- Suggests that effective textbook development and course design are crucial for student success.
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