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International Journal of Mathematical Education in Science and Technology Volume 44, 2013 - Issue 6: Special Section on Quantitative Skills in Science
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Original Articles

Factors influencing students’ perceptions of their quantitative skills

Kelly E MatthewsTeaching and Educational Development Institute, University of Queensland, Brisbane, QLD4072, AustraliaCorrespondence[email protected]
,
Yvonne HodgsonSchool of Biomedical Science, Monash University, VIC3800, Australia
&
Cristina VarsavskyFaculty of Science, Monash University, VIC3800, Australia
Pages 782-795 | Received 15 Jan 2013, Accepted 10 Jun 2013, Published online: 11 Jul 2013

Citations (16)

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Read on this site (7)

Daniel N. Franklin & Brittany Harrison. (2022) How prepared do students feel for the quantitative nature of a biological sciences degree?. Journal of Biological Education 56:5, pages 513-527.
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Kelly E. Matthews & Lucy D. Mercer-Mapstone. (2018) Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences. Studies in Higher Education 43:4, pages 644-659.
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Deborah King, Cristina Varsavsky, Shaun Belward & Kelly Matthews. (2017) Investigating students’ perceptions of graduate learning outcomes in mathematics. International Journal of Mathematical Education in Science and Technology 48:sup1, pages S67-S80.
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Lucie S. Dvorakova & Kelly E. Matthews. (2017) Graduate learning outcomes in science: variation in perceptions of single- and dual-degree students. Assessment & Evaluation in Higher Education 42:6, pages 900-913.
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Kelly E. Matthews, Jennifer Firn, Susanne Schmidt & Karen Whelan. (2017) A comparative study on student perceptions of their learning outcomes in undergraduate science degree programmes with differing curriculum models. International Journal of Science Education 39:6, pages 742-760.
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Kelly E. Matthews, Peter Adams & Merrilyn Goos. (2016) Quantitative skills as a graduate learning outcome of university science degree programmes: student performance explored through the planned–enacted–experienced curriculum model. International Journal of Science Education 38:11, pages 1785-1799.
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Kelly E. Matthews, Peter Adams & Merrilyn Goos. (2015) The Influence of Undergraduate Science Curriculum Reform on Students’ Perceptions of their Quantitative Skills. International Journal of Science Education 37:16, pages 2619-2636.
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Articles from other publishers (9)

Katerina V. Thompson, Kären C. Nelson, James Sniezek & Gili Marbach-Ad. (2023) Online, Interactive Modules Improve Quantitative Skills in Community College Biology Students. Journal of Science Education and Technology 32:6, pages 824-836.
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Kimura Patar Tamba & Jessica Bermuli. Pre-service biology teachers’ perception on project-based transdisciplinary assessment in calculus course. Pre-service biology teachers’ perception on project-based transdisciplinary assessment in calculus course.
Phillip Gough, Oliver Bown, Craig R. Campbell, Philip Poronnik & Pauline M. Ross. (2022) Student responses to creative coding in biomedical science education. Biochemistry and Molecular Biology Education 51:1, pages 44-56.
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Alexa W. Clemmons, Deborah A. Donovan, Elli J. Theobald & Alison J. Crowe. (2022) Using the Intended–Enacted–Experienced Curriculum Model to Map the Vision and Change Core Competencies in Undergraduate Biology Programs and Courses . CBE—Life Sciences Education 21:1.
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Ann Cleveland, Asli Sezen-Barrie & Gili Marbach-Ad. (2021) The Conceptualization of Quantitative Reasoning among Introductory Biology Faculty. Journal of Microbiology & Biology Education 22:3.
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Kelly E. Matthews. (2021) Engaging Students as Participants and Partners: An Argument for Partnership with Students in Higher Education Research on Student Success. International Journal of Chinese Education 7:1, pages 42-64.
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Yoshitaka Nakakoji & Rachel Wilson. (2018) First-Year Mathematics and Its Application to Science: Evidence of Transfer of Learning to Physics and Engineering. Education Sciences 8:1, pages 8.
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Lucas P. Wachsmuth, Christopher R. Runyon, John M. Drake & Erin L. Dolan. (2017) Do Biology Students Really Hate Math? Empirical Insights into Undergraduate Life Science Majors’ Emotions about Mathematics. CBE—Life Sciences Education 16:3, pages ar49.
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Melissa L. Aikens & Erin L. Dolan. (2014) Teaching quantitative biology: goals, assessments, and resources. Molecular Biology of the Cell 25:22, pages 3478-3481.
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