Pre-Service Biology Teachers’ Attitudes Towards Math: Using the Covid-19 Case in Calculus Course

Abstract

Mathematics, especially calculus, cannot be separated in the field of biology. Mathematical abilities are essential in understanding biological phenomena. However, pre-service biology teachers’ attitudes toward math tend to be negative. For this reason, an interdisciplinary approach is needed so that that pre-service biology teachers can see the relationship between biology and mathematics. An interdisciplinary approach can be in the form of case studies. This study explores the pre-service biology teachers’ attitudes toward math(calculus), which is taught using the Covid-19 case study. Data were collected using a reflection sheet and a questionnaire. On the reflection sheet, pre-service biology teachers are asked to write down their reflections on mathematics in biology after attending a lecture session. The questionnaire uses a Likert scale to see their attitude toward math before and after completing the course session. The data from the reflection sheet were analyzed qualitatively descriptively by using coding. Meanwhile, the data from the questionnaire were analyzed using descriptive statistics. The results showed pre-service biology teachers’ attitudes toward math (calculus) tend positive in two aspects. Pre-service biology teachers can see a connection and the importance of calculus in biology and interest in calculus. But, pre-service biology teachers have negative attitudes in aspect Perceived cost.