Hardcover ISBN:  9780821842959 
Product Code:  DIMACS/76 
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eBook ISBN:  9781470417802 
Product Code:  DIMACS/76.E 
List Price:  $58.00 
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AMS Member Price:  $46.40 
Hardcover ISBN:  9780821842959 
eBook: ISBN:  9781470417802 
Product Code:  DIMACS/76.B 
List Price:  $120.00 $91.00 
MAA Member Price:  $108.00 $81.90 
AMS Member Price:  $96.00 $72.80 
Hardcover ISBN:  9780821842959 
Product Code:  DIMACS/76 
List Price:  $62.00 
MAA Member Price:  $55.80 
AMS Member Price:  $49.60 
eBook ISBN:  9781470417802 
Product Code:  DIMACS/76.E 
List Price:  $58.00 
MAA Member Price:  $52.20 
AMS Member Price:  $46.40 
Hardcover ISBN:  9780821842959 
eBook ISBN:  9781470417802 
Product Code:  DIMACS/76.B 
List Price:  $120.00 $91.00 
MAA Member Price:  $108.00 $81.90 
AMS Member Price:  $96.00 $72.80 

Book DetailsDIMACS  Series in Discrete Mathematics and Theoretical Computer ScienceVolume: 76; 2011; 245 ppMSC: Primary 00; 92; 97; 93; 05; 68
Even though contemporary biology and mathematics are inextricably linked, high school biology and mathematics courses have traditionally been taught in isolation. But this is beginning to change. This volume presents papers related to the integration of biology and mathematics in high school classes.
The first part of the book provides the rationale for integrating mathematics and biology in high school courses as well as opportunities for doing so. The second part explores the development and integration of curricular materials and includes responses from teachers.
Papers in the third part of the book explore the interconnections between biology and mathematics in light of new technologies in biology. The last paper in the book discusses what works and what doesn't and presents positive responses from students to the integration of mathematics and biology in their classes.
Copublished with the Center for Discrete Mathematics and Theoretical Computer Science beginning with Volume 8. Volumes 1–7 were copublished with the Association for Computer Machinery (ACM).
ReadershipHigh school teachers, education specialists, graduate students, and research mathematicians interested in mathematics and biology education.

Table of Contents

The rationale for high school BioMath

Why BioMath? Why now?

The interdisciplinary scientist of the 21st century

Teaching bioinformatics and genomics: An interdisciplinary approach

Mathematical macrobiology: An unexploited opportunity in high school education

Counting RNA patterns in the classroom: A link between molecular biology and enumerative combinatorics

Curriculum materials and teacher training/development

New materials to integrate biology and mathematics in the high school curriculum

The awakening of a high school biology teacher to the BioMath connection

A beginning experience: Linking high school biology and mathematics

Integrating interdisciplinary science into high school science modules through a preproinsulin example

Insights from mathscience collaboration at the high school level

Topics, course changes, and technology

Complexity and biology—bringing quantitative science to the life sciences classroom

Distance and trees in high school biology and mathematics classrooms

Mathematical biology: Tools for inquiry on the Internet

The calculus cycle: Using biology to connect discrete and continuous modeling in calculus

Research at ASMSA based on the DIMACS BioMath program

Evaluation of how integration of biology/mathematics works

Integrating biology and mathematics in high school classrooms


Additional Material

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Even though contemporary biology and mathematics are inextricably linked, high school biology and mathematics courses have traditionally been taught in isolation. But this is beginning to change. This volume presents papers related to the integration of biology and mathematics in high school classes.
The first part of the book provides the rationale for integrating mathematics and biology in high school courses as well as opportunities for doing so. The second part explores the development and integration of curricular materials and includes responses from teachers.
Papers in the third part of the book explore the interconnections between biology and mathematics in light of new technologies in biology. The last paper in the book discusses what works and what doesn't and presents positive responses from students to the integration of mathematics and biology in their classes.
Copublished with the Center for Discrete Mathematics and Theoretical Computer Science beginning with Volume 8. Volumes 1–7 were copublished with the Association for Computer Machinery (ACM).
High school teachers, education specialists, graduate students, and research mathematicians interested in mathematics and biology education.

The rationale for high school BioMath

Why BioMath? Why now?

The interdisciplinary scientist of the 21st century

Teaching bioinformatics and genomics: An interdisciplinary approach

Mathematical macrobiology: An unexploited opportunity in high school education

Counting RNA patterns in the classroom: A link between molecular biology and enumerative combinatorics

Curriculum materials and teacher training/development

New materials to integrate biology and mathematics in the high school curriculum

The awakening of a high school biology teacher to the BioMath connection

A beginning experience: Linking high school biology and mathematics

Integrating interdisciplinary science into high school science modules through a preproinsulin example

Insights from mathscience collaboration at the high school level

Topics, course changes, and technology

Complexity and biology—bringing quantitative science to the life sciences classroom

Distance and trees in high school biology and mathematics classrooms

Mathematical biology: Tools for inquiry on the Internet

The calculus cycle: Using biology to connect discrete and continuous modeling in calculus

Research at ASMSA based on the DIMACS BioMath program

Evaluation of how integration of biology/mathematics works

Integrating biology and mathematics in high school classrooms