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Comparative Study Of The Numeracy Education And Writing Across The Curriculum Movements: Ideas For Future Growth, Cinnamon Hillyard
Comparative Study Of The Numeracy Education And Writing Across The Curriculum Movements: Ideas For Future Growth, Cinnamon Hillyard
Numeracy
The percentage of American institutions with a Writing Across the Curriculum (WAC) program grew from 38% to 54% over the 20-year period from 1987 to 2008. Meanwhile the trajectory of the numeracy movement from publication of the popular book Innumeracy in 1988 to the appearance of Numeracy in 2008 was similar to the trajectory of the WAC movement from the publication of “Why Johnny Can’t Read” (1975) to the appearance of the first WAC journal in 1994. Review of the WAC literature shows that the growth of WAC occurred despite numerous challenges: the need for institutional buy-in; assessment; orthodoxy of …
Parts Of The Whole: Learn More, Learn Better, Dorothy Wallace
Parts Of The Whole: Learn More, Learn Better, Dorothy Wallace
Numeracy
Building on previous columns in Numeracy, this column analyzes various teaching techniques in terms of their ability to build cognitive schema, extend existing schema, reinforce learning, move mean understanding of a group of students, and reduce variance in understanding of a group. We offer a pedagogical cycle as an example of how to address multiple learning goals using common teaching methods.
Numeracy, Financial Literacy, And Financial Decision-Making, Annamaria Lusardi
Numeracy, Financial Literacy, And Financial Decision-Making, Annamaria Lusardi
Numeracy
Financial decisions, be they related to asset building or debt management, require the capacity to do calculations, including some complex ones. But how numerate are individuals, in particular when it comes to calculations related to financial decisions? Studies and surveys implemented in both the United States and in other countries that are described in this paper show the level of numeracy among the population to be very low. Moreover, lack of numeracy is not only widespread but is particularly severe among some demographic groups, such as women, the elderly, and those with low educational attainment. This has potential consequences for …
Parts Of The Whole: An Algebra Lesson, Dorothy Wallace
Parts Of The Whole: An Algebra Lesson, Dorothy Wallace
Numeracy
This column draws on research of Eon Harper to demonstrate how an understanding of his proposed stages of algebra acquisition would inform a systemic overhaul of algebra education. Harper's stages also explain why students may pass a series of algebra courses yet still be unable to make sense of calculus, as well as offering insight on what aspects of algebra support quantitative literacy.
Reflections On The Tenth Anniversary Of Mathematics And Democracy, Lynn Arthur Steen, Bernard L. Madison
Reflections On The Tenth Anniversary Of Mathematics And Democracy, Lynn Arthur Steen, Bernard L. Madison
Numeracy
Two independent reflections by early proponents of quantitative literacy connect today's numeracy initiative with its origin in concern about school tests, its impact on students today, and the challenges of democracy. Even as interest in QL grows in many places, evidence of need also grows. Moreover, well-meaning programs with other goals—especially at the K-12 level—often channel education in directions that fail to advance numeracy. Examples show that both students and teachers are enthusiastic when offered QL opportunities, but that individual beliefs and public decisions often belie the goals of QL.
Parts Of The Whole: Thinking About Variance: Standards, Targets, Tracking, And Other Thoughts, Dorothy Wallace
Parts Of The Whole: Thinking About Variance: Standards, Targets, Tracking, And Other Thoughts, Dorothy Wallace
Numeracy
Variation is a natural result of any process, including education. Understanding how variation propagates and increases is necessary for designing educational interventions that work for the intended population. We show how common strategies such as setting standards and tracking can accidentally produce unintended and undesirable results due to the way variation moves through a system.
Reorganizing School Mathematics For Quantitative Literacy, Rick Gillman
Reorganizing School Mathematics For Quantitative Literacy, Rick Gillman
Numeracy
This paper offers an alternative curriculum for high school mathematics. It proposes replacing the Algebra-Geometry-Algebra rush to calculus model with one which focuses on improving student problem-solving skills and general quantitative literacy skills while reinforcing basic manipulative skills. Most of these goals are gained by expanding the current single-year algebra-one course into two years. The model proposes moving “learning to write proofs” from the traditional geometry course into a separate discrete mathematics course. It requires statistics for every student, and requires a senior-level modeling course for every college-going student. In addition, the proposed model creates opportunities for students to move …
Numeracy: Open-Access Publishing To Reduce The Cost Of Scholarly Journals, Todd A. Chavez
Numeracy: Open-Access Publishing To Reduce The Cost Of Scholarly Journals, Todd A. Chavez
Numeracy
Each fiscal year, as academic librarians throughout the United States prepare materials budgets, a national “groan” ensues. Regardless of their format (i.e. print or digital), serial subscription costs are escalating, in the process impacting the role of the library in advancing scholarly communication . This paper examines some of the economic issues concerning open-access (OA) journal publishing. The importance of quantitative literacy is suggested for librarians and academics seeking a better understanding of alternatives to traditional journal subscription models and to anyone considering ventures into OA publishing. Quantitative literacy is essential for managing alternatives to the rising cost of scholarly …
Confronting Challenges, Overcoming Obstacles: A Conversation About Quantitative Literacy, Bernard L. Madison, Lynn A. Steen
Confronting Challenges, Overcoming Obstacles: A Conversation About Quantitative Literacy, Bernard L. Madison, Lynn A. Steen
Numeracy
An edited transcript of the opening session of a workshop on quantitative literacy held Oct. 10-12, 2008 at Carleton College, Northfield, Minnesota. The workshop, which brought together interdisciplinary teams from two dozen colleges and universities, was sponsored by the Quantitative Inquiry, Reasoning, and Knowledge (QuIRK) Initiative at Carleton and the Washington-based Project Kaleidoscope. Two mathematicians in the forefront of quantitative literacy initiatives over the period 1997-2008, Lynn Arthur Steen and Bernard L. Madison, converse about attitudes, obstacles, changes and accomplishments. The conversation, structured as an interview, begins with the relationship between mathematics and quantitative literacy and moves through issues central …