A "Rule-of-Five" Framework for Models and Modeling to Unify Mathematicians and Biologists and Improve Student Learning

Despite widespread calls for the incorporation of mathematical modeling into the undergraduate biology curriculum, there is lack of a common understanding around the definition of modeling, which inhibits progress. In this paper, we extend the "Rule-of-Four," initially used in calculus ref...

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Published inPRIMUS : problems, resources, and issues in mathematics undergraduate studies Vol. 29; no. 8; pp. 799 - 829
Main Authors Diaz Eaton, C., Highlander, H. C., Dahlquist, K. D., Ledder, G., LaMar, M. D., Schugart, R.C.
Format Journal Article
LanguageEnglish
Published Philadelphia Taylor & Francis 14.09.2019
Taylor & Francis Ltd
Subjects
Academic Language
Biology
College Mathematics
College Science
Curricula
Definitions
Experiential Learning
Interdisciplinary Approach
interdisciplinary education
Mathematical models
Mathematics education
Modeling
multiple representations
Professional Personnel
rule of five
Statistics
Student Improvement
Undergraduate Students
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Summary:Despite widespread calls for the incorporation of mathematical modeling into the undergraduate biology curriculum, there is lack of a common understanding around the definition of modeling, which inhibits progress. In this paper, we extend the "Rule-of-Four," initially used in calculus reform efforts, to a "Rule-of-Five" framework for models and modeling that is inclusive of varying disciplinary definitions of each. This unifying framework allows us to both build on strengths that each discipline and its students bring, but also identify gaps in modeling activities practiced by each discipline. We also discuss benefits to student learning and interdisciplinary collaboration.
ISSN:1051-1970
1935-4053
DOI:10.1080/10511970.2018.1489318