Skip to main content
SpringerLink
Log in

Connecting with Teachers through Modeling in Mathematical Biology

  • Special Issue: Mathematical Biology Education
  • Published:
Bulletin of Mathematical Biology Aims and scope Submit manuscript

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6
Fig. 7

Similar content being viewed by others

References

  • Anhalt CO, Cortez R (2014) Mathematics education as a mathematician’s research area: an invitation for collaboration. AMS Not 1007–1010

  • Bodine EN, Lenhart S, Gross LJ (2014) Mathematics for the life sciences. Princeton University Press, Princeton

    MATH  Google Scholar 

  • Campbell P (2007) The consortium for mathematics and its applications (COMAP). MAA Notes 71:55

    Google Scholar 

  • Chiel HJ, McManus JM, Shaw KM (2010) From biology to mathematical models and back: teaching modeling to biology students, and biology to math and engineering students. CBE Life Sci Educ 9(3):248–265

    Article  Google Scholar 

  • Dawes A, Eisenberg M, Seshaiyer P (2019) Understanding the rules of life. SIAM News 52(10):2019

    Google Scholar 

  • Duncan SI, Lenhart S, Sturner KK (2014) Measuring biodiversity with probability. Math Teach 107(7):547–552

    Google Scholar 

  • Ellerton NF (2013) Engaging pre-service middle-school teacher-education students in mathematical problem posing: development of an active learning framework. Educ Stud Math 83(1):87–101

    Article  Google Scholar 

  • Farrior D, Hamill W, Keiser L, Kessler M, LoPresti P, McCoy J, Pomeranz S, Potter W, Tapp B (2007) Interdisciplinary lively application projects in calculus courses. J Stem Educ 8(3):1–13

    Google Scholar 

  • Gravemeijer K, Stephan M, Julie C, Lin FL, Ohtani M (2017) What mathematics education may prepare students for the society of the future? Int J Sci Math Educ 15:105–123

    Article  Google Scholar 

  • Kot M (2003) Elements of mathematical ecology. Cambridge University Press, Cambridge

    MATH  Google Scholar 

  • MathWorks (1990) Math modeling challenge. https://m3challenge.siam.org

  • National Research Council (2003) BIO2010: transforming undergraduate education for future research biologists. National Academies Press, Washington

    Google Scholar 

  • Reed MS (2004) Why is mathematical biology so hard? Not AMS 51(3):338–342

    MathSciNet  MATH  Google Scholar 

  • Robeva R, Laubenbacher R (2009) Mathematical biology education: beyond calculus. Science 325:542–543

    Article  Google Scholar 

  • Rossi PH, Lipsey MW, Freeman HE (2004) Evaluation: a systematic approach, 7th edn. Sage Publications, Thousand Oaks

    Google Scholar 

  • Seshaiyer P (2012) Transforming practice through undergraduate researchers. CUR (Council on Undergraduate Research) focus. CUR Q 33(1):8–13

    Google Scholar 

  • Seshaiyer P (2017) Leading undergraduate research projects in mathematical modeling. PRIMUS 27(4–5):476–493

    Article  Google Scholar 

  • Seshaiyer P, Kappmeyer K (2016) Transforming practices in mathematics teaching and learning through effective partnerships. In: Dewar J, Hsu P, Pollatsek H (eds) Mathematics education. Springer, Cham, p 105–120

  • Simpson EH (1949) Measurement of diversity. Nature 163:688

    Article  Google Scholar 

  • Sorgo A (2010) Connecting biology and mathematics: first prepare the teachers. CBE Life Sci Educ 9(3):196–200

    Article  Google Scholar 

  • Stein MK, Engle RA, Smith MS, Hughes EK (2008) Orchestrating productive mathematical discussions: five practices for helping teachers move beyond show and tell. Math Think Learn 10(4):313–340

    Article  Google Scholar 

  • Suh J, Seshaiyer P (2015) Examining teachers’ understanding of the mathematical learning progression through vertical articulation during lesson study. J Math Teach Educ 18(3):207–229

    Article  Google Scholar 

  • Suh J, Seshaiyer P (2016) Modeling mathematics ideas. Rowman and Littlefield Publishers, Lanham

    Google Scholar 

  • Svoboda J, Passmore C (2013) The strategies of modeling in biology education. Sci Educ 22(1):119–142

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Mathematical Sciences, George Mason University, Fairfax, USA

    Padmanabhan Seshaiyer

  2. Department of Mathematics, University of Tennessee, Knoxville, USA

    Suzanne Lenhart

Authors
  1. Padmanabhan Seshaiyer
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Suzanne Lenhart
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Padmanabhan Seshaiyer.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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”.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Seshaiyer, P., Lenhart, S. Connecting with Teachers through Modeling in Mathematical Biology. Bull Math Biol 82, 98 (2020). https://doi.org/10.1007/s11538-020-00774-3

Download citation

  • Received:

  • Accepted:

  • Published:

  • DOI: https://doi.org/10.1007/s11538-020-00774-3

Keywords

Search

Navigation