Figure 1 - Survey composition
Partitioning of the respondents with respect to (a) background (i.e. discipline of undergraduate studies), (b) geographic origin, (c) gender, and (d) employment status/level.
Figure 2 - Distribution of variables quantifying attitudes towards mathematics
(a) Distribution of “Feeling” variable (from 1:”really dislike” mathematics to 5:”really like”) and (b) Distribution of “Modeler” variable (1:”do not model” to 5:”specialist modeler”). See Fig. S2 for correlation between these two variables.
Figure 3 - Relative frequency of the uses of mathematics and association between categories.
Most respondents use mathematics primarily for statistics (S), and some other for statistics+theory (S+T, 26%), and the remaining 11% for statistics+decision making (S+D) and 10% for statistics+theory+decision making (S+T+D). Pure theoreticians (T) are therefore negligible in the sample.
Figure 4 - Importance of involvement in modeling on the understanding of mathematical models.
The "Modeler” score goes from 1 (do not use models, on the left) to 5 (only use models, on the right). Red color is associated to dissatisfaction with mathematical understanding and blue satisfaction.
Figure 5 - Frequency distribution of the desired percentage of mathematics, statistics and programming (in the ecological curriculum).
(a): with respect to involvement in modeling (“Modeler” score, 1: no modeling to 5:specialist); (b): with respect to status / employment level.