Integrating Mathematical Modelling of Disease Transmission into Life Sciences Classrooms: A Pedagogical Approach

Abstract

The COVID-19 pandemic has reawakened the world to the essential role of scientific literacy and the ability of citizens to interpret, trust and act upon scientific information. Within the school curriculum, Life Sciences education plays a critical role in cultivating such literacy. Yet, one area that remains underdeveloped is the integration of mathematical modelling, an approach that enables learners to visualise, quantify and predict biological processes. This conceptual paper explores how mathematical modelling can be integrated into Life Sciences teaching, particularly in the context of disease transmission and immunity. Drawing from both Western scientific frameworks and Indigenous Knowledge Systems of health and disease, the paper proposes a pedagogical model grounded in constructivist and culturally responsive paradigms. In addition, this paper introduces a BioMath Pedagogical Tool designed to guide teachers in implementing interdisciplinary, culturally grounded modelling activities within Life Sciences classrooms. In Life Sciences classroom, learners can simulate how an infectious disease spreads through peer-to-peer contact and use mathematical reasoning to interpret the data they collect, mirroring real-world epidemiological modelling. Such experiences allow learners to link abstract numerical patterns to tangible biological phenomena. The integration of mathematics and biology is shown not merely as a curriculum innovation but to humanise science education. It equips learners with critical reasoning, contextual understanding, and the capacity to engage meaningfully with global health challenges.