Volume : IV, Issue : III, April  2014 THE ROLE OFMATHEMA TICS IN BIOLOGYSushil Kumar Y adav, None DOI : 10.9780/22307850, 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, DOI : 10.9780/22307850, http://isrj.org/UploadedData/4581.pdf References :  Dordrecht: Kluwer, 140152.
 Journal of Mathematical Behavior, 15, 167192.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Journal of Mathematical Behavior, 15, 167192.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Prove? Educational Studies in Mathematics, 52, 328.
 Prove? Educational Studies in Mathematics, 52, 328.
 Dordrecht: Kluwer, 140152.
 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, 167192.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Journal of Mathematical Behavior, 15, 167192.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Dordrecht: Kluwer, 140152.
 Prove? Educational Studies in Mathematics, 52, 328.
 Dordrecht: Kluwer, 140152.
 Dordrecht: Kluwer, 140152.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Journal of Mathematical Behavior, 15, 167192.
 Dordrecht: Kluwer, 140152.
 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, 140152.
 Prove? Educational Studies in Mathematics, 52, 328.
 Dordrecht: Kluwer, 140152.
 Prove? Educational Studies in Mathematics, 52, 328.
 Prove? Educational Studies in Mathematics, 52, 328.
 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, 167192.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Journal of Mathematical Behavior, 15, 167192.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Journal of Mathematical Behavior, 15, 167192.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Prove? Educational Studies in Mathematics, 52, 328.
 Journal of Mathematical Behavior, 15, 167192.
 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, 167192.
 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, 167192.
 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, 167192.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Journal of Mathematical Behavior, 15, 167192.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Journal of Mathematical Behavior, 15, 167192.
 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, 167192.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Journal of Mathematical Behavior, 15, 167192.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Dordrecht: Kluwer, 140152.
 Journal of Mathematical Behavior, 15, 167192.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Dordrecht: Kluwer, 140152.
 Journal of Mathematical Behavior, 15, 167192.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Dordrecht: Kluwer, 140152.
 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, 140152.
 Dordrecht: Kluwer, 140152.
 Journal of Mathematical Behavior, 15, 167192.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Journal of Mathematical Behavior, 15, 167192.
 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, 167192.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Journal of Mathematical Behavior, 15, 167192.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Prove? Educational Studies in Mathematics, 52, 328.
 Prove? Educational Studies in Mathematics, 52, 328.
 Journal of Mathematical Behavior, 15, 167192.
 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, 140152.
 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, 328.
 Cotrill, J., Dubinsky, E., et.al. (1996). Understanding the limit concept: Beginning with a coordinated process schema. The
 Prove? Educational Studies in Mathematics, 52, 328.
 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, 328.
 Prove? Educational Studies in Mathematics, 52, 328.
 Prove? Educational Studies in Mathematics, 52, 328.
 Prove? Educational Studies in Mathematics, 52, 328.
 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, 328.
 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, 167192.
 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, 167192.
 Dordrecht: Kluwer, 140152.
 Journal of Mathematical Behavior, 15, 167192.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Dordrecht: Kluwer, 140152.
 Prove? Educational Studies in Mathematics, 52, 328.
 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, 328.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Journal of Mathematical Behavior, 15, 167192.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Prove? Educational Studies in Mathematics, 52, 328.
 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, 328.
 Journal of Mathematical Behavior, 15, 167192.
 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, 328.
 Journal of Mathematical Behavior, 15, 167192.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Prove? Educational Studies in Mathematics, 52, 328.
 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, 328.
 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, 328.
 Journal of Mathematical Behavior, 15, 167192.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Dordrecht: Kluwer, 140152.
 Journal of Mathematical Behavior, 15, 167192.
 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, 140152.
 Bloch, I. (2003). T eaching Functions in A Graphic Milieu: What forms of Knowledge enable students to Conjecture and
 Dordrecht: Kluwer, 140152.
 Prove? Educational Studies in Mathematics, 52, 328.
 Journal of Mathematical Behavior, 15, 167192.
 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, 167192.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Prove? Educational Studies in Mathematics, 52, 328.
 Journal of Mathematical Behavior, 15, 167192.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Prove? Educational Studies in Mathematics, 52, 328.
 Prove? Educational Studies in Mathematics, 52, 328.
 Dordrecht: Kluwer, 140152.
 Journal of Mathematical Behavior, 15, 167192.
 Eisenberg, T . (1991). Functions and associated learning difficulties. In D. T all (Ed.), Advanced Mathematical Thinking,
 Prove? Educational Studies in Mathematics, 52, 328.
 Prove? Educational Studies in Mathematics, 52, 328.

Article Post Production
No data exists for the row/column.
