A study of the Australian tertiary sector's portrayed view of the relevance of quantitative skills in science

Abstract

The ability to apply mathematical and statistical thinking within context is an essential skill for graduate competence in science. However, many students entering the tertiary sector demonstrate ambivalence toward mathematics. The challenge, then, is to determine how science curricula should evolve in order to illustrate the integrated nature of modern science and mathematics. This study uses a document analysis to examine degree structures within science programs at a selection of Australian tertiary institutions. Of particular interest are the signals these degree structures send in terms of the relevance of the study of mathematics prior to entry to university and the quantitative content within.