An investigation into students’ difficulties in numerical problem solving questions in high school biology using a numeracy framework

Fraser J. Scott 1 *
More Detail
1 Department of Pure and Applied Chemistry, University of Strathclyde, Glasgow, Scotland
* Corresponding Author
EUR J SCI MATH ED, Volume 4, Issue 2, pp. 115-128. https://doi.org/10.30935/scimath/9458
OPEN ACCESS   1552 Views   1040 Downloads
Download Full Text (PDF)

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.

CITATION

Scott, F. J. (2016). An investigation into students’ difficulties in numerical problem solving questions in high school biology using a numeracy framework. European Journal of Science and Mathematics Education, 4(2), 115-128. https://doi.org/10.30935/scimath/9458