FACULTY RESEARCH PROSPECTIVE STUDENTS CURRENT STUDENTS POST DOCTORAL COURSES CURRENT STUDENTS Introduction Ph.D. Program Graduate Student Handbook Ph.D. Requirements TA Manual Pre-research Seminars Department Rescources Columbia Resources Student Directory Incoming Class Previous Classes M.A. in Biotechnology Introduction Student Handbook Seminars Useful Websites Undergraduate Program Welcome Problems with Numbers TA Manual Introduction What does a TA do in recitation or lab section? What Works and What Doesn't How to Avoid Passivity Preparation Famous Difficulties & Misunderstandings How to Start Class Problem Solving Problems with Numbers Using the Blackboard Explaining The case of the overmathematical student The case of the unmathematical student Most classes have both types of students Estimate first and calculate later (if necessary) The case of the overmathematical student Some students are very at ease with numbers and greatly prefer numerical plug-in problems to thinking problems. These students tend to miss the biological point because the are so busy manipulating the numbers. They can solve anything that uses a formula, but tend to overlook the meaning of the formula. With these students you have to be careful that you don't lose the biology in the number crunching. Back to Top The case of the unmathematical student Some students are just the opposite -- they prefer words and discussions to numbers and turn pale every time a formula appears. These students often get the general idea but have trouble doing specific numerical examples. These students are often unaware that biology is a quantitative science -- they think it is all descriptive and are shocked to find out they will have to do problems with numbers. Back to Top Most classes have both types of students Remember that you probably have both kinds of students described above in your class and that you will have to explain the biology to the mathematicians and the math to the biologists. Back to Top Estimate first and calculate later (if necessary) Encourage students to estimate and use their heads instead of relying solely on their calculators. Estimating makes the math seem less formal and intimidating to some of the nonmathematical, and it discourages the overly mathematical from plugging blindly into formulas. In other words, using estimates often helps keep the focus on the biology instead of the math. If students learn to estimate, they can often avoid gross errors that lead to absurd results. HOME DIRECTORIES NEWS & EVENTS RESOURCES EMPLOYMENT CONTACT US