BioMaths
Alignment of Thresholds Concepts framework, learning dispositions, ‘mindfulness’ in learning to the challenges students are faced with when developing their numeracy in the context of Biology. From Quinnell, Thompson & LeBard. (2013).
Ref:
LeBard, R., Pye, M., Quinnell, R. (2019). Assessing first year biology students’ maths attitudes: Does HSC maths foster confidence? ACSME, Sydney: The University of Sydney.
LeBard, R., Thompson, R., Quinnell, R. (2014). Quantitative Skills and Complexity: How can we Combat these Challenges and Equip Undergraduate Students to Think and Practice as Biologists? International Journal of Innovation in Science and Mathematics Education, 22(3), 1-14.
Quinnell, R. (2014). Numeracy in Life Science Learning. Paper presented at the SCIENCE TEACHERS’ WORKSHOP 3-7 NOVEMBER 2014, The University of Sydney.
Lebard, R., Quinnell, R., & Thompson, R. (2014). Academic numeracy: challenging thinking dispositions to enable students to enter and cross the liminal space. Paper presented at the Threshold Concepts: From Personal Practice to Communities of Practice, Proceedings of the National Academy’s Sixth Annual Conference and the Fourth Biennial Threshold Concepts Conference [e-publication] Book of Conference Abstracts: page177-178, Trinity College, Dublin.
Quinnell, R., Thompson, R., LeBard, R. (2013). It’s not maths; it’s science: exploring thinking dispositions, learning thresholds and mindfulness in science learning. International Journal of Mathematical Education in Science and Technology, 44(6), 808-816. [More Information]
Quinnell, R., Lebard, R., & Thompson, R. (2013). Characterising the underlying dysfunctional attitudes and stances of students in biology and medicine adopt when faced with calculations. Paper presented at the Centre for Excellence in Teaching and Learning Mathematics, statistics and Operational Research: Next Steps, Coventry University.
Thompson, R., & Quinnell, R. (2012). Numeracy issue in the research context. IISME Forum on preparedness for First year mathematics: Issues and strategies for dealing with diverse cohorts. The University of Sydney.
Quinnell, R., Thompson, R., & Lebard, R. (2012). Academic numeracy in Life Science learning: challenging perceptions. Paper presented at the UK HEA STEM conference, University College London.
Quinnell, R., Lebard, R., & Thompson, R. (2012). Academic numeracy: challenging thinking dispositions to enable students to enter and cross the liminal space. Paper presented at the Threshold Concepts: From Personal Practice to Communities of Practice, Proceedings of the National Academy’s Sixth Annual Conference and the Fourth Biennial Threshold Concepts Conference., Trinity College, Dublin.
Quinnell, R., LeBard , R., & Thompson, R. (2012). Numeracy as Threshold Concept. CONASTA ’61. Paper presented at the Conference of the Australian Science Teachers Association. Australian National University, Canberra, ACT.
Thompson, R., & Quinnell, R. (2010). The advantages of a discipline ‘tour guide’ approach to teaching statistics in medicine and biology. Paper presented at the 3rd Biennial Threshold Symposium. Exploring transformative dimensions of threshold concepts, UNSW, Sydney.
Quinnell, R., Thompson, R., Micholich, A., & LeBard , R. (2010). Numeracy as an obstacle to learning for students studying in the ‘hard’ disciplines. Paper presented at the 3rd Biennial Threshold Symposium. Exploring transformative dimensions of threshold concepts, UNSW, Sydney.
Quinnell, R., & Thompson, R. (2010). Conceptual Intersections: Re-viewing academic numeracy in the tertiary education sector as a threshold concept. In R. Land, J. Meyer, & C. Baillie (Eds.), Threshold Concepts and Transformational Learning: Sense Publishers.
Quinnell, R. (2006). When instructions are not enough: strategies to engage students in numeracy and writing skills development. Paper presented at the CST T&L Showcase: Faculties of Science, Veterinary Science, Agriculture Food and Natural Resources (November, 2006).