Putting it into perspective: mathematics in the undergraduate science curriculum

Kelly E Matthews; Peter Adams; Merrilyn Goos

doi:10.1080/00207390903199244

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Putting it into perspective: mathematics in the undergraduate science curriculum

Journal article

Peer reviewed

Putting it into perspective: mathematics in the undergraduate science curriculum

Kelly E Matthews, Peter Adams and Merrilyn Goos

International Journal of Mathematical Education in Science and Technology, Vol.40(7), pp.891-902

2009

DOI: https://doi.org/10.1080/00207390903199244

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Abstract

Higher Education

Higher education

Curriculum

interdisciplinary

integration

mathematics education

science education

curriculum

Mathematics and science are tightly interwoven, yet they are often treated as distinct disciplines in the educational context. This study details the development, implementation and outcomes of a teaching intervention that highlights the links between mathematics and science, in the form of a first-year interdisciplinary course. A mixed method study using surveys and focus groups was employed to investigate undergraduate science students' perceptions of their experiences. Findings reveal that students bring strong beliefs about the nature of mathematics and science from secondary school, which can impact significantly on the success of interdisciplinary science-mathematics courses at the tertiary level. Despite this, a range of beneficial outcomes can arise from such courses when they are delivered within a framework of analysing real-world issues. However, students with weak mathematical skills derived little benefit from an interdisciplinary approach and are likely to disengage from learning, in comparison with students who enter university with a solid foundation in mathematics.

Details

Title: Putting it into perspective: mathematics in the undergraduate science curriculum
Authors: Kelly E Matthews (Author) - University of Queensland
Peter Adams (Author) - University of Queensland
Merrilyn Goos (Author) - University of Queensland
Publication details: International Journal of Mathematical Education in Science and Technology, Vol.40(7), pp.891-902
Publisher: Taylor & Francis
DOI: 10.1080/00207390903199244
ISSN: 1464-5211
Organisation Unit: University of the Sunshine Coast, Queensland; School of Education and Tertiary Access
Language: English
Record Identifier: 99554404702621
Output Type: Journal article

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