| Volume : IV, Issue : III, April - 2014 THE ROLE OFMATHEMA TICS IN BIOLOGY Sushil Kumar  Y adav, None By : Laxmi Book Publication Abstract : Research in  any  discipline  does  not  occur  in  a  vacuum.  For any  research  endeavour  there  are 
antecedent studies on the topic of interest.  A  feature of studies of research in Science, Mathematics and 
T echnology  Education is  that  it  is  highly  localised  in  terms  of  its  empirical  bases.  Most of  universities  or 
colleges, now ,  believe that  it  is  essential to  include  mathematics courses in  the  curriculum of biology 
department. This study aim at exploring to  what extent biology department students are successful in 
comprehending  mathematical  concepts.    Result  can  be  interpreted  as  follows:  “Biology  department 
students  find  it  difficult  to  comprehend  an  abstract  concept,  but  they  are  more successful  in  solving 
concrete  problems.  This  situation  might  be  also  the  reason  why  these  students  have  chosen  biology 
department, a field not closely related to mathematics. Therefore, it might be more logical to teach this 
course in such a way that students can figure out the abstract structure of mathematics with the help of 
concrete  problems. Keywords :  Article : Cite This Article : Sushil Kumar  Y adav, None(2014). THE ROLE OFMATHEMA TICS IN BIOLOGY. Indian Streams Research Journal, Vol. IV, Issue. III, http://isrj.org/UploadedData/4581.pdf References : Dordrecht:  Kluwer,  140-152.Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Dordrecht:  Kluwer,  140-152.Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Dordrecht:  Kluwer,  140-152.Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Dordrecht:  Kluwer,  140-152.Dordrecht:  Kluwer,  140-152.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Journal  of  Mathematical  Behavior,  15,  167-192.Dordrecht:  Kluwer,  140-152.Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Dordrecht:  Kluwer,  140-152.Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Dordrecht:  Kluwer,  140-152.Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Dordrecht:  Kluwer,  140-152.Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Dordrecht:  Kluwer,  140-152.Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Dordrecht:  Kluwer,  140-152.Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Dordrecht:  Kluwer,  140-152.Dordrecht:  Kluwer,  140-152.Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Dordrecht:  Kluwer,  140-152.Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Journal  of  Mathematical  Behavior,  15,  167-192.Dordrecht:  Kluwer,  140-152.Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Dordrecht:  Kluwer,  140-152.Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Dordrecht:  Kluwer,  140-152.Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Dordrecht:  Kluwer,  140-152.Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Dordrecht:  Kluwer,  140-152.Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Journal  of  Mathematical  Behavior,  15,  167-192.Bloch, I. (2003). T eaching Functions in A  Graphic Milieu: What forms of Knowledge enable students to  Conjecture and Cotrill, J., Dubinsky,  E., et.al. (1996). Understanding the  limit  concept: Beginning with a coordinated process schema.  The Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Dordrecht:  Kluwer,  140-152.Journal  of  Mathematical  Behavior,  15,  167-192.Eisenberg, T .  (1991).  Functions and  associated  learning  difficulties.  In  D. T all  (Ed.), Advanced  Mathematical Thinking, Prove?  Educational  Studies  in  Mathematics,  52,  3-28.Prove?  Educational  Studies  in  Mathematics,  52,  3-28.
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