A "Rule of Five" Framework for Models and Modeling to Unify   Mathematicians and Biologists and Improve Student Learning
  Despite widespread calls for the incorporation of mathematical modeling into the undergraduate biology curriculum, there is lack of a common understanding around the definition of modeling, which inhibits progress. In this paper, we extend the "Rule of Four," initially used in calculus reform efforts, to a framework for models and modeling that is inclusive of varying disciplinary definitions of each. This unifying framework allows us to both build on strengths that each discipline and its students bring, but also identify gaps in modeling activities practiced by each discipline. We also discuss benefits to student learning and interdisciplinary collaboration. 
Carrie Diaz Eaton, Hannah C. Highlander, Kam D. Dahlquist, M. Drew   LaMar, Glenn Ledder, Richard C. Schugart
math.HO