170 Quantitative and Data Analysis Skills in Geoscience Education: Supporting Student, Course, and Program Outcomes, Part I

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.

Tuesday, 21 October 2025
8:00 AM - 12:00 PM
HBGCC, 301B

Math Without Fear: Building Quantitative Confidence for Geology Students Through a Dedicated ‘Geomath' Course

Paper number: 170-9
Program: Technical Sessions
Time: 10:15 AM – 10:30 AM

Authors

Abstract

Quantitative and data analysis skills are foundational to the geosciences, yet many students enter the field with little confidence and limited experience in mathematics, especially those from rural or underserved backgrounds. Moreover, geology is often perceived as less quantitative than other sciences, which tends to skew geology student population toward the less confident in their math skills compared to most STEM fields. To address the common fear of math and support the development of quantitative skills, the Geololgy program at Central Michigan University requires taking a unique sophomore-level course called ‘Geomath’, which is designed to strengthen students' math skills through active engagement with geoscience-relevant applications. This course covers a wide range of mathematical topics, from basic unit conversions and algebra to trigonometry, derivatives, and introductory data analysis using Excel. It is delivered in a flipped classroom format and emphasizes collaborative learning, active engagement, and formative assessment. Two key resources support the course: the online WAMAP platform for customized, auto-graded math assignments accompanied by instructional videos; and ‘The Math You Need’ (TMYN), a suite of peer-reviewed math modules specifically designed for geoscience students. These tools are integrated with additional custom-designed curriculum that connects mathematical concepts to a diverse set of geologic processes and methods and prepares students for the upper-level geology coursework. According to the entry Geomath survey, 50 to 80 % of students cannot calculate a simple logarithm or distinguish exponential and power functions. At least 80% of students can solve more complex logarithmic and exponential expressions by the end of the course. Informal interviews and performance in subsequent courses such as Field Methods, Mineralogy and Petrology, Geophysics, and Engineering Geology reinforce the positive role of Geomath in developing essential quantitative skills and familiarity with spreadsheets, graphing, and statistics. In this presentation, we will share details of the Geomath course design, examples of effective implementation of WAMAP and TMYN, challenges encountered, and lessons learned from introducing quantitative instruction early in the geoscience curriculum.

Geological Society of America Abstracts with Programs. Vol. 57, No. 6

doi: 10.1130/abs/2025AM-413678

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