# Mathematical Biology Education: Modeling Makes Meaning

Mathematical Modelling of Natural Phenomena (2011)

- Volume: 6, Issue: 6, page 1-21
- ISSN: 0973-5348

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topJungck, J. R.. "Mathematical Biology Education: Modeling Makes Meaning." Mathematical Modelling of Natural Phenomena 6.6 (2011): 1-21. <http://eudml.org/doc/222240>.

@article{Jungck2011,

abstract = {This special issue of Mathematical Modelling of Natural Phenomena on biomathematics education shares the work of fifteen groups at as many different institutions that have developed beautiful biological applications of mathematics that are different in three ways from much of what is currently available. First, many of these selections utilize current research in biomathematics rather than the well-known textbook examples that are at least a half-century old. Second, the selections focus on modules that are intended for instant classroom adoption, adaptation, and implementation. Instead of focusing on how to overcome the challenges of implementing mathematics into biology or biology into mathematics or on educational research on the effectiveness of some small implementation, the authors develop individual biological models sufficiently well such that they can be easily adopted and adapted for use in both mathematics and biology classrooms. A third difference in this collection is the substantive inclusion of discrete mathematics and innovative pedagogies. Because calculus-based models have received the majority of the biomathematics modeling attention until very recently, the focus on discrete models may seem surprising. The examples range from DNA nanostructures through viral capsids to neuronal processes and ecosystem problems. Furthermore, a taxonomy of quantitative reasoning and the role of modeling per se as a different practice are contextualized in contemporary biomathematics education. },

author = {Jungck, J. R.},

journal = {Mathematical Modelling of Natural Phenomena},

keywords = {biomathematics education; discrete mathematics; modeling},

language = {eng},

month = {10},

number = {6},

pages = {1-21},

publisher = {EDP Sciences},

title = {Mathematical Biology Education: Modeling Makes Meaning},

url = {http://eudml.org/doc/222240},

volume = {6},

year = {2011},

}

TY - JOUR

AU - Jungck, J. R.

TI - Mathematical Biology Education: Modeling Makes Meaning

JO - Mathematical Modelling of Natural Phenomena

DA - 2011/10//

PB - EDP Sciences

VL - 6

IS - 6

SP - 1

EP - 21

AB - This special issue of Mathematical Modelling of Natural Phenomena on biomathematics education shares the work of fifteen groups at as many different institutions that have developed beautiful biological applications of mathematics that are different in three ways from much of what is currently available. First, many of these selections utilize current research in biomathematics rather than the well-known textbook examples that are at least a half-century old. Second, the selections focus on modules that are intended for instant classroom adoption, adaptation, and implementation. Instead of focusing on how to overcome the challenges of implementing mathematics into biology or biology into mathematics or on educational research on the effectiveness of some small implementation, the authors develop individual biological models sufficiently well such that they can be easily adopted and adapted for use in both mathematics and biology classrooms. A third difference in this collection is the substantive inclusion of discrete mathematics and innovative pedagogies. Because calculus-based models have received the majority of the biomathematics modeling attention until very recently, the focus on discrete models may seem surprising. The examples range from DNA nanostructures through viral capsids to neuronal processes and ecosystem problems. Furthermore, a taxonomy of quantitative reasoning and the role of modeling per se as a different practice are contextualized in contemporary biomathematics education.

LA - eng

KW - biomathematics education; discrete mathematics; modeling

UR - http://eudml.org/doc/222240

ER -

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