The development of students’ mathematical competencies : The case of biology students

Abstract

This research focuses on the development of mathematical competencies of first-year university students in a Biology department as they engage in nonroutine open-ended mathematical tasks set in the context of biology. The research employs a scaling instrument on a modified extant competence framework to identify evidence of student competency development by exploring situations where students activate particular mathematical competencies. The scaling instrument is designed to evaluate the quality of competence activation. The research creates individual competency profiles for volunteer students who participated in a series of calculus classes addressing several mathematical areas over one semester. The research also explores whether the activation of the distinct mathematical competencies are interrelated exploring instances of concurrent activation. The findings suggest competency development for a subset of competencies. There is evidence that specific mathematical domains facilitate or hinder the development of specific mathematical competencies. Furthermore, there are indications that the activation of specific competencies hinder or favor the concurrent activation of specific other competencies. This research highlights techniques that may advance the study of students’ assessment and evaluation concerning the acquisition of mathematical knowledge. It provides evidence that the employment of a competency scaling scheme can provide information regarding the quality of students’ competence activation This study also comprises implications for new student assessment methods where the teacher can obtain a more detailed picture of each student’s performance by creating a competence profile where the weaknesses and strengths of the students are on full display.