The Case for Biocalculus: Improving Student Understanding of the Utility Value of Mathematics to Biology and Affect toward Mathematics

Abstract

This study examines changes in life science students’ understanding of the utility of mathematics to biology, their interest in mathematics, and their overall attitudes toward mathematics after taking courses that integrate calculus into biological problems. Factors that contribute to improved attitudes toward mathematics are identified.

Reimagining the Introductory Math Curriculum for Life Sciences Students

“…Based on responses to two items on the end-of-term SRIs for both LS30A and LS30B, our study showed a statistically significant positive shift in students' subject matter interest upon completion of each course. These results are consistent with previous studies that showed improvements in students' attitudes toward math when it was taught within a biology context (Duffus and Olifer, 2010;Usher et al, 2010;Eaton and Highlander, 2017;Aikens et al, 2021). Furthermore, given prior evidence that increased subject matter interest can be a predictor of academic achievement (Schiefele et al, 1992), these noncognitive outcomes support and reinforce the cognitive gains, particularly with respect to science course grades, revealed in this study.…”

“…Another strategy that many institutions pursued in improving the quantitative curriculum for life sciences students was the development of biology-relevant calculus sections (biocalculus) within math departments already teaching traditional calculus for math, physical science, and engineering students (Duffus and Olifer, 2010;Usher et al, 2010;Eaton and Highlander, 2017;Aikens et al, 2021). For instance, Eaton and colleagues redesigned calculus to address the core competencies in Vision and Change (American Association for the Advancement of Science [AAAS], 2011) by including quantitative reasoning, modeling, simulation, and interdisciplinary collaborations, which they predicted would make the course more valuable to life sciences students.…”

“…They also found that drop/fail/withdrawal (DFW) rates decreased over the duration of the study. Expanding upon this earlier study, Aikens and colleagues used pre-post surveys to examine attitudinal changes toward math as a function of its perceived value, or usefulness, in biology (Aikens et al, 2021). Previous studies have shown that valuing the utility and relevance of course material contributes to students having increased subject matter interest (Hulleman et al, 2010), a predictor of academic achievement (Schiefele et al, 1992).…”

“…Some courses also cover various amounts of linear algebra, differential equations, and multivariable calculus, but only after an exhaustive treatment of single-variable differentiation and integration. Traditional "calculus for biology" courses typically use textbooks that teach some applications of calculus to biology (e.g., Comar, 2008;Rheinlander and Wallace, 2011), consistent with the approaches previously described for the development of biocalculus courses (Duffus and Olifer, 2010;Usher et al, 2010;Eaton and Highlander, 2017;Aikens et al, 2021). Applications of differentiation may include optimization, for example.…”

“…Another strategy that many institutions pursued in improving the quantitative curriculum for life sciences students was the development of biology-relevant calculus sections (biocalculus) within math departments already teaching traditional calculus for math, physical science, and engineering students ( Duffus and Olifer, 2010 ; Usher et al. , 2010 ; Eaton and Highlander, 2017 ; Aikens et al. , 2021 ).…”