A study of the Australian tertiary sector's portrayed view of the relevance of quantitative skills in science
Belward, Shaun, Matthews, Kelly, Rylands, Leanne, Coady, Carmel, Adams, Peter, and Simbag, Vilma (2011) A study of the Australian tertiary sector's portrayed view of the relevance of quantitative skills in science. In: Proceedings of the 23rd biennial conference of the Australian Association of Mathematics Teachers and the 34th Annual Conference of the Mathematics Education Research Group of Australasia, pp. 107-114. From: AAMT-MERGA 2011 23rd biennial conference of the Australian Association of Mathematics Teachers and the 34th Annual Conference of the Mathematics Education Research Group of Australasia, 3-7 July 2011, Alice Springs, NT, Australia.
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The ability to apply mathematical and statistical thinking within context is an essential skill for graduate competence in science. However, many students entering the tertiary sector demonstrate ambivalence toward mathematics. The challenge, then, is to determine how science curricula should evolve in order to illustrate the integrated nature of modern science and mathematics. This study uses a document analysis to examine degree structures within science programs at a selection of Australian tertiary institutions. Of particular interest are the signals these degree structures send in terms of the relevance of the study of mathematics prior to entry to university and the quantitative content within.
|Item Type:||Conference Item (Refereed Research Paper - E1)|
|Keywords:||science, mathematics, tertiary education, curriculum|
|Funders:||Australian Learning and Teaching Council Ltd|
|Projects and Grants:||Quantitative Skills in Science: Curriculum Models for the Future|
|Date Deposited:||20 Feb 2012 02:10|
|FoR Codes:||13 EDUCATION > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy @ 50%
13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy @ 50%
|SEO Codes:||93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930103 Learner Development @ 100%|