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Area of Science:

  • Mathematics Education
  • Life Sciences
  • STEM Education

Background:

  • Calculus is a foundational course for STEM majors but presents challenges, especially for underrepresented groups.
  • Traditional calculus courses may lack relevance for life sciences students, impacting engagement and persistence.
  • Existing math curricula do not adequately prepare students for the quantitative demands of 21st-century life sciences.

Purpose of the Study:

  • To develop and evaluate a novel, contextualized calculus curriculum for life sciences majors.
  • To improve STEM student persistence and academic performance through a dynamical systems approach.
  • To address the achievement gap and increase student interest in quantitative skills for biology.

Main Methods:

  • Developed a college-level math curriculum centered on a dynamical systems perspective.
  • Integrated quantitative and computational skills with biological system modeling.
  • Compared student performance in the new curriculum versus traditional calculus courses.

Main Results:

  • Students in the new math courses outperformed those in traditional calculus in subsequent science courses.
  • The new curriculum narrowed the achievement gap in math grades between different student subgroups.
  • Student interest in quantitative skills crucial for life sciences increased after completing the new curriculum.

Conclusions:

  • A dynamical systems approach to calculus provides a more relevant and effective quantitative education for life sciences majors.
  • Contextualized math instruction can enhance STEM student success, promote equity, and foster greater engagement.
  • This innovative curriculum positively impacts academic performance and addresses critical needs in STEM education.