Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
Integration With Writing Programs: A Strategy For Quantitative Reasoning Program Development, Nathan D. Grawe, Carol A. Rutz
Integration With Writing Programs: A Strategy For Quantitative Reasoning Program Development, Nathan D. Grawe, Carol A. Rutz
Numeracy
As an inherently interdisciplinary endeavor, quantitative reasoning (QR) risks falling through the cracks between the traditional “silos” of higher education. This article describes one strategy for developing a truly cross-campus QR initiative: leverage the existing structures of campus writing programs by placing QR in the context of argument. We first describe the integration of Carleton College’s Quantitative Inquiry, Reasoning, and Knowledge initiative with the Writing Program. Based on our experience, we argue that such an approach leads to four benefits: it reflects important aspects of QR often overlooked by other approaches; it defuses the commonly raised objection that QR is …
Establishing The Quantitative Thinking Program At Macalester, David Bressoud
Establishing The Quantitative Thinking Program At Macalester, David Bressoud
Numeracy
In November 2005, the faculty of Macalester College voted to institute a graduation requirement in Quantitative Thinking (QT) that is truly interdisciplinary. It currently draws on courses from thirteen departments including Anthropology, Economics, Geography, Political Science, Theater, Mathematics, Environmental Science, and Geology. This article describes the process that led to the creation of this program. It explains how we were able to get broad buy-in at the beginning and the long process of trial and error—informed by formative assessment—that was needed to refine the initial vision and shape it into a viable program that would be accepted by most of …
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 …