An investigation into students’ difficulties in numerical problem solving questions in high school biology using a numeracy framework
Journal Title: European Journal of Science and Mathematics Education - Year 2016, Vol 4, Issue 2
Abstract
The ‘mathematics problem’ is a well-known source of difficulty for students attempting numerical problem solving questions in the context of science education. This paper illuminates this problem from a biology education perspective by invoking Hogan’s numeracy framework. In doing so, this study has revealed that the contextualisation of mathematics within the domain of biology is not the main source of difficulty for students but rather more fundamental mathematical skills.
Authors and Affiliations
Fraser J. Scott| Department of Pure and Applied Chemistry, University of Strathclyde, Glasgow, Scotland For correspondence: fraser.j.scott@strath.ac.uk
Keywords
Related Articles
- EP ID EP8091
- DOI -
- Views 341
- Downloads 27
Primary school teachers’ interviews regarding Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK)
Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK) are fundamental types of knowledge for a teacher that he or she must use in order to plan, teach in the classroom, and assess students’ learnin...
Malaysian students’ motivation towards Physics learning
The purpose of this survey study was to examine the level of Malaysian students’ motivation with regards to the learning of Physics at the secondary school level, and its influencing factors. The study was carried out on...
Systemic teacher continuous professional development as support of teaching practice
The gap between the teachers’ education and the teaching practice in school is a significant problem. This problem has many causes. Our experience and research have brought us to the conclusion that it is necessary to cr...
“Reading an object”: Developing effective scientific inquiry using student questions
We explore the power of allowing students to construct their own conceptual understanding as they “read an object” in a series of guided inquiry steps, developing their own questions about the object. Their ownership of...
Secondary students’ attitudes to animal research: examining the potential of a resource to communicate the scientist’s perspective
A DVD resource that provided a scientist’s perspective on the use of animals in research and teaching was evaluated with a questionnaire that asked students’ views pre and post their access to the resource. Thirty-nine s...