Quantitative biology is a rapidly advancing field in the biological sciences, particularly given the rise of large datasets and computer processing capabilities that have continually expanded over the past 50 years. Thus, the question arises, How should K-12 biology teachers incorporate quantitative biology skills into their biology curriculum? The teaching of quantitative biology has not been readily integrated into undergraduate biology curricula that impact preservice teachers. This has potential to cascade effects downward into the quality of learning about quantitative biology that can be expected in K-12 contexts. In this paper, we present the perspectives of a mathematics educator, a science educator, and two biologists, and discuss how we have personally incorporated aspects of quantitative reasoning into our courses. We identify some common challenges relevant to expanding implementation of quantitative reasoning in undergraduate biology courses in order to serve the needs of preservice teachers—both in their disciplinary courses and methods courses. For example, time constraints, math pedagogical content knowledge, and personal views about the relevance of quantitative principles in biology teaching and learning can impact how and to what extent they become implemented in curricula. In addition, although national standards at the K-12 level do address quantitative reasoning, the emphasis and guidance provided are sparser than for other content standards. We predict that both K-12 standards and guidelines for undergraduate education will only increase in their emphasis on quantitative skills as computation, “big data,” and statistical modeling are increasingly becoming requisite skills for biologists.

中文翻译：

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本科定量生物学对生物职前教师的影响

定量生物学是生物科学中一个快速发展的领域，特别是考虑到在过去 50 年中不断扩展的大型数据集和计算机处理能力的兴起。因此，问题出现了，K-12 生物教师应该如何将定量生物技能融入他们的生物课程中？定量生物学的教学还没有很容易地整合到影响职前教师的本科生物学课程中。这有可能将影响向下级联到 K-12 环境中可以预期的定量生物学学习质量中。在本文中，我们展示了一位数学教育家、一位科学教育家和两位生物学家的观点，并讨论了我们如何将定量推理的各个方面融入我们的课程中。我们确定了一些与在本科生物学课程中扩大定量推理实施相关的常见挑战，以满足职前教师的需求——无论是在他们的学科课程还是方法课程中。例如，时间限制、数学教学内容知识以及关于定量原理在生物学教学中的相关性的个人观点都会影响它们在课程中的实施方式和程度。此外，虽然 K-12 级别的国家标准确实涉及定量推理，但提供的重点和指导比其他内容标准要少。我们预测，本科教育的 K-12 标准和指南只会增加对定量技能的重视，如计算、“大数据、