Interdisciplinary education – a predator–prey model for developing a skill set in mathematics, biology and technology

• Quay van der Hoff ^[1]
  1. [1] University of Pretoria

     University of Pretoria

     City of Tshwane, Sudáfrica

     
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 48, Nº. 6, 2017, págs. 928-938
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The science of biology has been transforming dramatically and so the need for a stronger mathematical background for biology students has increased. Biological students reaching the senior or post-graduate level often come to realize that their mathematical background is insufficient. Similarly, students in a mathematics programme, interested in biological phenomena, find it difficult to master the complex systems encountered in biology. In short, the biologists do not have enough mathematics and the mathematicians are not being taught enough biology. The need for interdisciplinary curricula that includes disciplines such as biology, physical science, and mathematics is widely recognized, but has not been widely implemented. In this paper, it is suggested that students develop a skill set of ecology, mathematics and technology to encourage working across disciplinary boundaries. To illustrate such a skill set, a predator–prey model that contains self-limiting factors for both predator and prey is suggested. The general idea of dynamics, is introduced and students are encouraged to discover the applicability of this approach to more complex biological systems. The level of mathematics and technology required is not advanced; therefore, it is ideal for inclusion in a senior-level or introductory graduate-level course for students interested in mathematical biology.