Integrating Quantitative Thinking into an Introductory Biology Course Improves Students’ Mathematical Reasoning in Biological Contexts

The authors designed and taught an introductory molecular and cell biology course integrating math and biology throughout the course, and designed a pre/postcourse assessment to measure student gains on biology and bio-math concepts. Students in the experimental section made greater gains on bio-math and comparable gains on biology assessment items than did students in other sections.

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