446
Views
3
CrossRef citations to date
0
Altmetric
Research Article

Undergraduate biochemistry student difficulties with topics requiring mathematical skills: use of an online maths skills support site

, , & ORCID Icon

References

  • Adkins, M., and A. Noyes. 2017. “Do Advanced Mathematics Skills Predict Success in Biology and Chemistry Degrees?” International Journal of Science and Mathematics Education 16 (3): 487–502. doi:https://doi.org/10.1007/s10763-016-9794-y.
  • Anderton, R., G. Hine, and C. Joyce. 2017. “Secondary School Mathematics and Science Matters: Academic Performance for Secondary Students Transitioning into University Allied Health and Science Courses.” International Journal of Innovation in Science and Mathematics Education 25 (1): 34–47.
  • Angra, A., and S. M. Gardner. 2017. “Reflecting on Graphs: Attributes of Graph Choice and Construction Practices in Biology.” CBE-Life Sciences Education 16 (3): ar53, 1–15. doi:https://doi.org/10.1187/cbe.16-08-0245.
  • Armstrong, S., S. Brown, and G. Thompson, Ed. 2013. Motivating Students. Oxford and New York: Routledge.
  • Atuahene, F., and T. A. Russell. 2016. “Mathematics Readiness of First-Year University Students.” Journal of Developmental Education 39 (3): 12.
  • Beilock, S. L., and E. A. Maloney. 2015. “Math Anxiety: A Factor in Math Achievement Not to Be Ignored.” Policy Insights from the Behavioral and Brain Sciences 2 (1): 4–12. doi:https://doi.org/10.1177/2372732215601438.
  • Bennett, J., F. Lubben, and S. Hogarth. 2007. “Bringing Science to Life: A Synthesis of the Research Evidence on the Effects of Context-based and STS Approaches to Science Teaching.” Science Education 91 (3): 347–370. doi:https://doi.org/10.1002/sce.20186.
  • Brewer, C. A., and D. Smith, 2011. Vision and Change in Undergraduate Biology Education: A Call to Action. Washington, DC: American Association for the Advancement of Science. visionandchange.org/finalreport. http://visionandchange.org/files/2013/11/aaas-VISchange-web1113.pdf
  • Chang, H., and S. L. Beilock. 2016. “The Math Anxiety-math Performance Link and Its Relation to Individual and Environmental Factors: A Review of Current Behavioral and Psychophysiological Research.” Current Opinion in Behavioural Sciences 10: 33–38. doi:https://doi.org/10.1016/j.cobeha.2016.04.011.
  • Dunning, D. 2011. “The Dunning–Kruger Effect: On Being Ignorant of One’s Own Ignorance.” In Advances in Experimental Social Psychology,Mark Zanna and James Olsen (Eds.,), Vol. 44, 247–296. New York: Academic Press.
  • Foley, A. E., J. B. Herts, F. Borgonovi, S. Guerriero, S. C. Levine, and S. L. Beilock. 2017. “The Math Anxiety-performance Link: A Global Phenomenon.” Current Directions in Psychological Science 26 (1): 52–58. doi:https://doi.org/10.1177/0963721416672463.
  • Freudenthal, H. 2006. Revisiting Mathematics Education: China Lectures. Vol. 9. Amsterdam: Springer Science & Business Media.
  • Grehan, M., C. Mac an Bhaird, and A. O’Shea. 2016. “Investigating Students’ Levels of Engagement with Mathematics: Critical Events, Motivations, and Influences on Behaviour.” International Journal of Mathematical Education in Science and Technology 47 (1): 1–28. doi:https://doi.org/10.1080/0020739X.2015.1050706.
  • Hillock, P. W., M. Jennings, A. Roberts, and V. Scharaschkin. 2013. “A Mathematics Support Programme for First-year Engineering Students.” International Journal of Mathematical Education in Science and Technology 44 (7): 1030–1044. doi:https://doi.org/10.1080/0020739X.2013.823251.
  • Hine, G. 2017. “Exploring Reasons Why Australian Senior Secondary Students Do Not Enrol in Higher-level Mathematics Courses.” In A. Downton, S. Livy, and J. Hall (Eds), Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia. Melbourne, Australia (pp. 309–3016). Adelaide, Australia: Mathematics Education Research Group of Australasia.
  • Hine, G. 2018. “Teachers’ Perceptions on Declining Student Enrolments in Australian Senior Secondary Mathematics Courses.” Issues in Educational Research 28 (3): 635–654.
  • Hodgen, J., M. Adkins, and A. Tomei. 2020. “The Mathematical Backgrounds Of Undergraduates from England.” Teaching Mathematics and Its Applications: an International Journal Of The Ima 39 (1): 38-60.” Accessed 19 (December): 2018. doi: https://doi.org/10.1093/teamat/hry017.
  • Jackson, D. C., and E. D. Johnson. 2013. “A Hybrid Model of Mathematics Support for Science Students Emphasizing Basic Skills and Discipline Relevance.” International Journal of Mathematical Education in Science and Technology 44 (6): 846–864. doi:https://doi.org/10.1080/0020739X.2013.808769.
  • Johnston, P. R., D. J. Watters, C. L. Brown, and W. A. Loughlin. 2016. “An Investigation into Student Perceptions Towards Mathematics and Their Performance in First Year Chemistry: Introduction of Online Maths Skills Support.” Chemistry Education Research and Practice 17 (4): 1203–1214. doi:https://doi.org/10.1039/C6RP00175K.
  • Kennedy, J. P., T. Lyons, and F. Quinn. 2014. “The Continuing Decline of Science and Mathematics Enrolments in Australian High Schools.” Teaching Science 60 (2): 34–46.
  • Kim, C., S. W. Park, and J. Cozart. 2014. “Affective and Motivational Factors of Learning in Online Mathematics Courses.” British Journal of Educational Technology 45 (1): 171–185. doi:https://doi.org/10.1111/j.1467-8535.2012.01382.x.
  • Koenig, J. 2011. A Survey of the Mathematics Landscape within Bioscience Undergraduate and Postgraduate UK Higher Education, 22. Leeds: UK Centre for Bioscience.
  • Lawson, D., M. Grove, and T. Croft. 2019. “The Evolution of Mathematics Support: A Literature Review.” International Journal of Mathematical Education in Science and Technology: 1–31. Published online. doi:https://doi.org/10.1080/0020739X.2019.1662120.
  • Leong, K. E., and N. Alexander. 2014. “College Students Attitude and Mathematics Achievement Using Web Based Homework.” Eurasia Journal of Mathematics, Science & Technology Education 10 (6): 601–615. doi:https://doi.org/10.12973/eurasia.2014.1220a.
  • Mac an Bhaird, C. O., O. Fitzmaurice, E. Ní Fhloinn, and C. O’Sullivan. 2013. “Student Non-engagement with Mathematics Learning Supports.” Teaching Mathematics and Its Applications: An International Journal of the IMA 32 (4): 191–205. doi:https://doi.org/10.1093/teamat/hrt018.
  • McAlinden, M., and A. Noyes. 2019. “Mathematics in the Disciplines at the Transition to University.” Teaching Mathematics and Its Applications: An International Journal of the IMA 38 (2): 61–73. doi:https://doi.org/10.1093/teamat/hry004.
  • McHugh, M. L. 2013. “The Chi-square Test of Independence.” Biochemia Medica 23 (2): 143–149. doi:https://doi.org/10.11613/BM.2013.018.
  • Ní Fhloinn, E., O. Fitzmaurice, C. Mac an Bhaird, and C. O’Sullivan. 2014. “Student Perception of the Impact of Mathematics Support in Higher Education.” International Journal of Mathematical Education in Science and Technology 45 (7): 953–967. doi:https://doi.org/10.1080/0020739X.2014.892161.
  • Ní Shé, C., C. Mac an Bhaird, E. Ní Fhloinn, and A. O’Shea. 2017. “Problematic Topics in First-year Mathematics: Lecturer and Student Views.” International Journal of Mathematical Education in Science and Technology 48 (5): 715–734. doi:https://doi.org/10.1080/0020739X.2016.1272142.
  • Orgill, M., and A. Sutherland. 2008. “Undergraduate Chemistry Students’ Perceptions of and Misconceptions about Buffers and Buffer Problems.” Chemistry Education Research and Practice 9 (2): 131–143. doi:https://doi.org/10.1039/B806229N.
  • Park, E. J., and K. Choi. 2013. “Analysis of Student Understanding of Science Concepts Including Mathematical Representations: PH Values and the Relative Differences of pH Values.” International Journal of Science and Mathematics Education 11 (3): 1–24. doi:https://doi.org/10.1007/s10763-012-9359-7.
  • Pell, G., and A. C. Croft. 2008. “Mathematics Support – Support for All?” Teaching Mathematics and Its Applications: An International Journal of the IMA 27 (4): 167–173. doi:https://doi.org/10.1093/teamat/hrn015.
  • Pohjolainen, S., O. Nykänen, J. Venho, and J. Kangas. 2018. “Analysing and Improving Students’ Mathematics Skills Using ICT-Tools.” Eurasia Journal of Mathematics, Science and Technology Education 14 (4): 1221–1227. doi:https://doi.org/10.29333/ejmste/81869.
  • Queensland Curriculum and Assessment Authority. 2016. “Subject Enrolments and Levels of Achievement.” Report No. 2014, 2015 and 2016. Brisbane, Australia: Queensland Government
  • Quinnell, R., R. Thompson, and R. J. LeBard. 2013. “It’s Not Maths; It’s Science: Exploring Thinking Dispositions, Learning Thresholds and Mindfulness in Science Learning.” International Journal of Mathematical Education in Science and Technology 44 (6): 808–816. doi:https://doi.org/10.1080/0020739X.2013.800598.
  • Sen, S., A. Yilmaz, and H. Yurdagül. 2014. “An Evaluation of the Pattern between Students’ Motivation, Learning Strategies and Their Epistemological Beliefs: The Mediator Role of Motivation.” Science Education International 25 (3): 312–331.
  • Sgambato, F., S. Prozzo, E. Sgambato, R. Sgambato, and L. Milano. 2012. “The 100th Anniversary of the Invention of pH (1909-2009)-part II. Was It Really Necessary to Replace the Henderson Equation with that of Henderson-Hasselbalch?” Italian Journal of Medicine 5 (4): 215–226. doi:https://doi.org/10.1016/j.itjm.2011.09.002.
  • Symonds, R., D. A. Lawson, and C. Robinson. 2008. “Promoting Student Engagement with Mathematics Support.” Teaching Mathematics and Its Applications: An International Journal of the IMA 27 (3): 140–149. doi:https://doi.org/10.1093/teamat/hrn011.
  • Tansey, J. T., T. Baird, M. M. Cox, K. M. Fox, J. Knight, D. Sears, and E. Bell. 2013. “Foundational Concepts and Underlying Theories for Majors in “Biochemistry and Molecular Biology”.” Biochemistry and Molecular Biology Education 41 (5): 289–296. doi:https://doi.org/10.1002/bmb.20727.
  • Tariq, V. N. 2002. “A Decline in Numeracy Skills among Bioscience Under- Graduates.” Journal of Biological Education 36 (2): 76–83. doi:https://doi.org/10.1080/00219266.2002.9655805.
  • Tariq, V. N., P. Qualter, S. Roberts, Y. Appleby, and L. Barnes. 2013. “Mathematical Literacy in Undergraduates: Role of Gender, Emotional Intelligence and Emotional Self-efficacy.” International Journal of Mathematical Education in Science and Technology 44 (8): 1143–1159. doi:https://doi.org/10.1080/0020739X.2013.770087.
  • Treacy, P., and F. Faulkner. 2015. “Trends in Basic Mathematical Competencies of Beginning Undergraduates in Ireland, 2003–2013.” International Journal of Mathematical Education in Science and Technology 46 (8): 1182–1196. doi:https://doi.org/10.1080/0020739X.2015.1050707.
  • Wachsmuth, L. P., C. R. Runyon, J. M. Drake, and E. 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): ar49, 1–10. doi:https://doi.org/10.1187/cbe.16-08-0248.
  • Watters, D. J., and J. J. Watters. 2006. “Student Understanding of pH: “I don’t Know What the Log Actually Is, I Only Know Where the Button Is on My Calculator”.” Biochemistry and Molecular Biology Education 34 (4): 278–284. doi:https://doi.org/10.1002/bmb.2006.494034042628.
  • White, H. B., M. A. Benore, T. F. Sumter, B. D. Caldwell, and E. Bell. 2013. “What Skills Should Students of Undergraduate Biochemistry and Molecular Biology Programs Have upon Graduation?” Biochemistry and Molecular Biology Education 41 (5): 297–301.
  • Wilson, R., and J. Mack. 2014. “Declines in High School Mathematics and Science Participation: Evidence of Students’ and Future Teachers’ Disengagement with Maths.” International Journal of Innovation in Science and Mathematics Education (Formerly CAL-laborate International) 22 (7): 35–48.
  • Wright, A., J. Provost, J. A. Roecklein‐Canfield, and E. Bell. 2013. “Essential Concepts and Underlying Theories from Physics, Chemistry, and Mathematics for “Biochemistry and Molecular Biology” Majors.” Biochemistry and Molecular Biology Education 41 (5): 302–308. doi:https://doi.org/10.1002/bmb.20728.
  • Zientek, L. R., C. J. Fong, and J. M. Phelps. 2017. “Sources of Self-efficacy of Community College Students Enrolled in Developmental Mathematics.” Journal of Further and Higher Education 1–18. doi:https://doi.org/10.1080/0309877X.2017.1357071.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.