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

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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.
LanguageEnglish
Pages115-128
Number of pages14
JournalEuropean Journal of Science and Mathematics Education
Volume4
Issue number2
Publication statusPublished - 1 Apr 2016

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Biology
biology
mathematics
Science Education
school
education
student
science
Framework
Context
Skills
Education

Keywords

  • numeracy
  • problem solving
  • biology education
  • mathematical deficiency
  • mathematics problem

Cite this

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