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BioMath in the Schools
About this Title
Margaret B. Cozzens, Knowles Science Teaching Foundation, Moorestown, NJ and Fred S. Roberts, Rutgers University, Piscataway, NJ, Editors
Publication: DIMACS Series in Discrete Mathematics and Theoretical Computer Science
Publication Year:
2011; Volume 76
ISBNs: 978-0-8218-4295-9 (print); 978-1-4704-1780-2 (online)
DOI: https://doi.org/10.1090/dimacs/076
MathSciNet review: MR2850082
MSC: Primary 00B15; Secondary 00A06, 05C90, 68R10, 92-06, 93A30, 97M10, 97M60
ReadershipTable of Contents
Front/Back Matter
The rationale for high school BioMath
- Why BioMath? Why now?
- The interdisciplinary scientist of the 21st century
- Teaching bioinformatics and genomics: An interdisciplinary approach
- Mathematical macrobiology: An unexploited opportunity in high school education
- Counting RNA patterns in the classroom: A link between molecular biology and enumerative combinatorics
Curriculum materials and teacher training/development
- New materials to integrate biology and mathematics in the high school curriculum
- The awakening of a high school biology teacher to the BioMath connection
- A beginning experience: Linking high school biology and mathematics
- Integrating interdisciplinary science into high school science modules through a preproinsulin example
- Insights from math-science collaboration at the high school level
Topics, course changes, and technology
- Complexity and biology—bringing quantitative science to the life sciences classroom
- Distance and trees in high school biology and mathematics classrooms
- Mathematical biology: Tools for inquiry on the Internet
- The calculus cycle: Using biology to connect discrete and continuous modeling in calculus
- Research at ASMSA based on the DIMACS BioMath program
Evaluation of how integration of biology/mathematics works