258 Quantitative and Data Analysis Skills in Geoscience Education: Supporting Student, Course, and Program Outcomes (Posters)
Quantitative and data analysis skills are critical for geoscientists but often a barrier for students. This session includes strategies for skill development, from activities to geoscience-focused quantitative skills courses to departmental innovations supporting quantitative and analysis skills across degree programs.
Wednesday, 22 October 2025
8:00 AM - 5:30 PM
HBGCC, Hall 1
Reading Between the Logs: A Modular Introduction to Logarithms for Earth Science Students
Paper number: 258-2
Program: Technical Sessions
Time: 8:00 AM – 8:00 AM
Authors
Abstract
Logarithmic reasoning is essential for solving problems in Earth science—from groundwater chemistry to radiometric dating—yet many students struggle to apply these concepts due to math anxiety, unfamiliar notation, and limited exposure to disciplinary contexts. As part of The Math You Need, When You Need It project, a national initiative focused on improving quantitative skills and confidence among Earth science majors, a targeted module was developed to demystify logarithms and make them more accessible. The module is designed to help students (a) solve Earth science problems using logarithmic expressions, (b) apply logarithmic rules and identities to rearrange expressions, and (c) convert between logarithmic bases to facilitate computation. It integrates interactive tutorials, practice problems, and real-world examples to reinforce conceptual understanding and computational fluency. More importantly, the module focuses on solving problems where logarithmic forms are already present—helping students engage with the utility of logarithms without the intimidation often associated with abstract math instruction. Initial implementation in an introductory geoscience course (Quantitative Methods in the Geological Sciences) revealed valuable insights into student engagement, instructional timing, and the need for explicit guidance in navigating online modules. These findings are guiding ongoing improvements, including stronger integration with course assessments and expanded opportunities for review. This case study illustrates how modular, student-centered instruction can reduce math anxiety, foster confidence, and support quantitative skill development in the geosciences.
Geological Society of America Abstracts with Programs. Vol. 57, No. 6
doi: 10.1130/abs/2025AM-413480
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