How do we model what we model? An interdisciplinary approach for educational integration between mathematics and biology
Abstract Nowadays, it is essential to promote an interdisciplinary approach in classrooms, integrating disciplines such as biology and mathematics. This necessitates familiarity with specific problem-solving practices employed by the expert community, such as mathematical modelling. This perspective...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Springer
2025-05-01
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| Series: | Discover Education |
| Online Access: | https://doi.org/10.1007/s44217-025-00584-6 |
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| _version_ | 1849704080152199168 |
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| author | William Campillay-Llanos Noemí Cárcamo-Mansilla |
| author_facet | William Campillay-Llanos Noemí Cárcamo-Mansilla |
| author_sort | William Campillay-Llanos |
| collection | DOAJ |
| description | Abstract Nowadays, it is essential to promote an interdisciplinary approach in classrooms, integrating disciplines such as biology and mathematics. This necessitates familiarity with specific problem-solving practices employed by the expert community, such as mathematical modelling. This perspective piece explores a mathematical modelling practice to analyse the effects of species mass on stable coexistence, demographic stability, and cascading intensity within a three-level food chain. Hypotheses are established regarding the use and significance of mathematics underlying the phenomenon in a biological context, taking into account both the pragmatic approach to mathematical knowledge and the ontological dimension of system conception. Modelling acts as an integrative bridge between disciplines, fostering effective collaboration between scientists and mathematicians in addressing complex problems, transcending the limits of specialisation, and acknowledging the essential characteristics of each discipline. The description of this modelling practice can support teachers in designing modelling tasks, thereby facilitating the integration of mathematical modelling with scenarios from the field of biology in the educational process. |
| format | Article |
| id | doaj-art-c6fe70eff5374605828e29b3c5ec2e2c |
| institution | DOAJ |
| issn | 2731-5525 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Springer |
| record_format | Article |
| series | Discover Education |
| spelling | doaj-art-c6fe70eff5374605828e29b3c5ec2e2c2025-08-20T03:16:55ZengSpringerDiscover Education2731-55252025-05-01411910.1007/s44217-025-00584-6How do we model what we model? An interdisciplinary approach for educational integration between mathematics and biologyWilliam Campillay-Llanos0Noemí Cárcamo-Mansilla1Department of Mathematical and Physical Sciences, Faculty of Engineering, Universidad Católica de TemucoDepartment of Education and Innovation, Faculty of Education, Universidad Católica de TemucoAbstract Nowadays, it is essential to promote an interdisciplinary approach in classrooms, integrating disciplines such as biology and mathematics. This necessitates familiarity with specific problem-solving practices employed by the expert community, such as mathematical modelling. This perspective piece explores a mathematical modelling practice to analyse the effects of species mass on stable coexistence, demographic stability, and cascading intensity within a three-level food chain. Hypotheses are established regarding the use and significance of mathematics underlying the phenomenon in a biological context, taking into account both the pragmatic approach to mathematical knowledge and the ontological dimension of system conception. Modelling acts as an integrative bridge between disciplines, fostering effective collaboration between scientists and mathematicians in addressing complex problems, transcending the limits of specialisation, and acknowledging the essential characteristics of each discipline. The description of this modelling practice can support teachers in designing modelling tasks, thereby facilitating the integration of mathematical modelling with scenarios from the field of biology in the educational process.https://doi.org/10.1007/s44217-025-00584-6 |
| spellingShingle | William Campillay-Llanos Noemí Cárcamo-Mansilla How do we model what we model? An interdisciplinary approach for educational integration between mathematics and biology Discover Education |
| title | How do we model what we model? An interdisciplinary approach for educational integration between mathematics and biology |
| title_full | How do we model what we model? An interdisciplinary approach for educational integration between mathematics and biology |
| title_fullStr | How do we model what we model? An interdisciplinary approach for educational integration between mathematics and biology |
| title_full_unstemmed | How do we model what we model? An interdisciplinary approach for educational integration between mathematics and biology |
| title_short | How do we model what we model? An interdisciplinary approach for educational integration between mathematics and biology |
| title_sort | how do we model what we model an interdisciplinary approach for educational integration between mathematics and biology |
| url | https://doi.org/10.1007/s44217-025-00584-6 |
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