Going back to the Roots: The Challenge of Teaching Mathematics in Atmospheric Sciences

The integral role of mathematics in atmospheric sciences is undeniable, representing the foundation upon which we comprehend, describe, and predict atmospheric dynamics. Yet, the way that atmospheric topics are commonly introduced in high school does not highlight this mathematical underpinning of the subject. Students often begin their undergraduate journey with insufficient preparation for the demanding quantitative components of the subject, compounded by an inadequate foundation in manipulating and analysing equations.

This disconnection is further exacerbated by prevalent instructional methods in frontal teaching. Notably, the widespread use of powerpoint presentations, while adept at conveying the visual components of atmospheric sciences, falls short in fostering students' abilities to engage with and internalize complex mathematical derivations and their practical applications. This results in high stress for students in the first semesters and a missed opportunity for a deeper comprehension of the subject matter.

Here I explore the challenges of teaching mathematical concepts to atmospheric science students. The study is based on a survey conducted among the students from undergraduate to doctoral levels, currently enrolled in the Atmospheric Sciences programmes at the University of Innsbruck.  The survey highlights the still irreplicable role of more traditional teaching methods, particularly the utilization of blackboards for equation derivations and creation of conceptual sketches, which are noticeably absent from powerpoint-centric approaches.  

A special focus is placed on first-semester bachelor's students who additionally received structured guidance on higher education study techniques, effective note-taking, and preparations for equation-intensive examinations through the newly introduced Buddy-Mentoring system at the University of Innsbruck. This group reported a notable enhancement in their educational experience, underlining the significance of tailored mentorship in bridging the academic transition from high school to university-level atmospheric sciences.