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Articles 1  14 of 14
FullText Articles in Education
Review Of Case Studies For Quantitative Reasoning: A Casebook Of Media Articles By Bernard L. Madison, Stuart Boersma, Caren L. Diefenderfer, And Shannon W. Dingman, Samuel L. Tunstall
Review Of Case Studies For Quantitative Reasoning: A Casebook Of Media Articles By Bernard L. Madison, Stuart Boersma, Caren L. Diefenderfer, And Shannon W. Dingman, Samuel L. Tunstall
Numeracy
Bernard L. Madison, Stuart Boersma, Caren L. Diefenderfer, and Shannon W. Dingman. Case Studies for Quantitative Reasoning: A Casebook of Media Articles (Pearson Learning Solutions, 2012). 215 pp. ISBN 9781256512875.
Concisely organized and timely to a tee, Case Studies for Quantitative Reasoning contains a wealth of articles and exercises to promote higherorder thinking in any course where quantitative literacy is a goal. The text is a selfcontained package complete with just enough mathematics to ensure that all students can join in. It contains a total of twentyfour case studies, each of which highlights how numbers appear in daytoday media. The ...
Promoting Numeracy In An Online College Algebra Course Through Projects And Discussions, Samuel L. Tunstall, Michael J. Bossé
Promoting Numeracy In An Online College Algebra Course Through Projects And Discussions, Samuel L. Tunstall, Michael J. Bossé
Numeracy
This research stems from efforts to infuse quantitative literacy (QL) in an online version of college algebra. College algebra fulfills a QL requirement at many universities, and it is a terminal course for most who take it. In light of the course’s traditional content and teaching methods, students often leave with little gained in QL. An online platform provides a unique means of engaging students in quantitative discussions and research, yet little research exists on online courses in the context of QL. The course studied included weekly news discussions as well as “messy” projects requiring data analysis. Students in ...
Implementing Quantitative Literacy At Southwestern Community College, North Carolina, Vicki Todd, John Wagaman
Implementing Quantitative Literacy At Southwestern Community College, North Carolina, Vicki Todd, John Wagaman
Numeracy
There is a time when articulation agreements between universities and community colleges come to an end. When this happened in North Carolina, there was great hope that not only would the mathematics classes that were offered in the North Carolina Community College System be revamped with respect to overlapping content, but also that mathematics classes would be developed that have a clear connection between what is seen in the world and what is taught in the classroom especially for nonSTEM (science, technology, engineering, and mathematicsrelated studies) students. This paper describes how Southwestern Community College (SCC) implemented a quantitative literacy class ...
The Math You Need, When You Need It (Tmyn): Leveling The Playing Field, Jennifer M. Wenner, Eric M. D. Baer
The Math You Need, When You Need It (Tmyn): Leveling The Playing Field, Jennifer M. Wenner, Eric M. D. Baer
Numeracy
The Math You Need, When You Need It (TMYN) is a set of online tutorials designed to help students develop and review mathematical skills that are applied in undergraduate geoscience courses. We present results of a threeyear study of more than 4000 students in 106 geoscience courses at a variety of postsecondary schools who were assigned TMYN tutorials as supplemental mathematics instruction. Changes in student scores from pre to posttest suggest that the support provided by programs such as TMYN can begin to reduce the gap between mathematically wellprepared and underprepared students; in essence, TMYN levels the quantitative playing field ...
Quantitative Reasoning In Environmental Science: Rasch Measurement To Support Qr Assessment, Robert L. Mayes, Kent Rittschof, Jennifer H. Forrester, Jennifer D. Schuttlefield Christus, Lisa Watson, Franziska Peterson
Quantitative Reasoning In Environmental Science: Rasch Measurement To Support Qr Assessment, Robert L. Mayes, Kent Rittschof, Jennifer H. Forrester, Jennifer D. Schuttlefield Christus, Lisa Watson, Franziska Peterson
Numeracy
The ability of middle and high school students to reason quantitatively within the context of environmental science was investigated. A quantitative reasoning (QR) learning progression, with associated QR assessments in the content areas of biodiversity, water, and carbon, was developed based on three QR progress variables: quantification act, quantitative interpretation, and quantitative modeling. Diagnostic instruments were developed specifically for the progress variable quantitative interpretation (QI), each consisting of 96 Likertscale items. Each content version of the instrument focused on three scale levels (macro scale, micro scale, and landscape scale) and four elements of QI identified in prior research (trend, translation ...
The Levels Of Conceptual Understanding In Statistics (Locus) Project: Results Of The Pilot Study, Douglas Whitaker, Steven Foti, Tim Jacobbe
The Levels Of Conceptual Understanding In Statistics (Locus) Project: Results Of The Pilot Study, Douglas Whitaker, Steven Foti, Tim Jacobbe
Numeracy
The Levels of Conceptual Understanding in Statistics (LOCUS) project (NSF DRL111868) has created assessments that measure conceptual (rather than procedural) understanding of statistics as outlined in GAISE Framework (Franklin et al., 2007, Guidelines for Assessment and Instruction in Statistics Education, American Statistical Association). Here we provide a brief overview of the LOCUS project and present results from multiplechoice items on the pilot administration of the assessments with data collected from over 3400 students in grades 612 across six states. These results help illustrate students’ understanding of statistical topics prior to the implementation of the Common Core State Standards. Using the ...
The Quantitative Reasoning For College Science (Quarcs) Assessment, 1: Development And Validation, Katherine B. Follette, Donald W. Mccarthy, Erin Dokter, Sanlyn Buxner, Edward Prather
The Quantitative Reasoning For College Science (Quarcs) Assessment, 1: Development And Validation, Katherine B. Follette, Donald W. Mccarthy, Erin Dokter, Sanlyn Buxner, Edward Prather
Numeracy
Science is an inherently quantitative endeavor, and general education science courses are taken by a majority of college students. As such, they are a powerful venue for advancing students’ skills and attitudes toward mathematics. This article reports on the development and validation of the Quantitative Reasoning for College Science (QuaRCS) Assessment, a numeracy assessment instrument designed for collegelevel general education science students. It has been administered to more than four thousand students over eight semesters of refinement. We show that the QuaRCS is able to distinguish varying levels of quantitative literacy and present performance statistics for both individual items and ...
Parts Of The Whole: Moderating Competition In The World Of Ideas, Dorothy Wallace
Parts Of The Whole: Moderating Competition In The World Of Ideas, Dorothy Wallace
Numeracy
In both biological and mathematical dynamical systems, competition may be moderated by the presence of a top predator of both competing species. Applying this principle in memetics sheds light on why some strategies are more likely than others to promote quantitative literacy in various kinds of institutions.
Can We Use Polya’S Method To Improve Students’ Performance In The Statistics Classes?, Indika Wickramasinghe, James Valles
Can We Use Polya’S Method To Improve Students’ Performance In The Statistics Classes?, Indika Wickramasinghe, James Valles
Numeracy
In this study, Polya’s problemsolving method is introduced in a statistics class in an effort to enhance students’ performance. Teaching the method was applied to one of the two introductorylevel statistics classes taught by the same instructor, and a comparison was made between the performances in the two classes. The results indicate there was a significant improvement of the students’ performance in the class in which Polya’s method was introduced.
Quantitative Literacy And The Common Core State Standards In Mathematics, Bernard L. Madison
Quantitative Literacy And The Common Core State Standards In Mathematics, Bernard L. Madison
Numeracy
How supportive of quantitative literacy (QL) are the Common Core State Standards in Mathematics (CCSSM)? The answer is tentative and conditional. There are some QLsupportive features including a strong probability and statistics strand in grade 6 through high school; a measurements and data strand in K5; ratio and proportional reasoning standards in grades 6 and 7; and a comprehensive and coherent approach to algebraic reasoning and logical argument. However, the standards are weak in supporting reasoning and interpretation, and there are indications that the applications in CCSSM – mostly unspecified – will not include many QL contextual situations. Early indicators of assessment ...
Faculty Viewpoints On Teaching Quantway®, Heather Howington, Thomas Hartfield, Cinnamon Hillyard
Faculty Viewpoints On Teaching Quantway®, Heather Howington, Thomas Hartfield, Cinnamon Hillyard
Numeracy
Quantway is a quantitative reasoningbased pathway for developmental math that has been developed as an alternative to the traditional remedial algebra sequence. To explore the experiences of faculty involved with Quantway, we interviewed eight individuals who have taught the course in the past year to survey their attitudes and opinions about students in their classes, the materials and pedagogies in use, and the collegial interaction of networked faculty. Faculty were selected with the intention of gathering a broad set of opinions resulting from differences of location, experience, and other factors. In this paper, we summarize those interviews by identifying common ...
Improving University Students' Perception Of Mathematics And Mathematics Ability, Shelly L. Wismath, Alyson Worrall
Improving University Students' Perception Of Mathematics And Mathematics Ability, Shelly L. Wismath, Alyson Worrall
Numeracy
Although mathematical and quantitative reasoning skills are an essential part of adult life in our society, many students arrive at postsecondary education without such skills. Taking a standard mathematics course such as calculus may do little to improve those skills. Using a modification of the Tapia & Marsh questionnaire, we surveyed 62 students taking a broad quantitative reasoning course designed to develop quantitative skills, with respect to two broad attitudinal areas: students’ perception of their own ability, confidence and anxiety, and their perception of the value of mathematics in their studies and their lives. Pre to postcourse comparisons were done by ...
Quantitative Literacy And CoConstruction In A High School Math Course, Mark Russo
Quantitative Literacy And CoConstruction In A High School Math Course, Mark Russo
Numeracy
This article reports some of the key findings from a practitioneraction research study that analyzed the impact of coconstruction on students’ quantitative literacy (QL) and attitudes towards mathematics. Coconstruction is a process where students work alongside their teachers to plan units, lessons, and assessments, and this approach was chosen because of its potential to help students advocate for the specific mathematical contexts that would best develop their QL. This yearlong study took place in a public high school, with fortyfive students in two different classes participating. Students formally contributed to the development of the course by completing written questionnaires and ...
Assessing Numeracy In The Upper Elementary And Middle School Years, Carol Ann Gittens
Assessing Numeracy In The Upper Elementary And Middle School Years, Carol Ann Gittens
Numeracy
Numeracy is the ability or tendency to reason critically about quantitative information. The preponderance of published research on numeracy examines this construct among either preK or early elementary samples, students with developmental challenges, or is focused on postsecondary and adult cohorts. The numeracy skills of upperelementary and middle school students is less documented and understood, most notably because of the lack of valid instruments that are developmentally appropriate for the age range. A numeracy scale for use among upperelementary and middle school students is introduced in this paper. Scale validation was performed using a genderbalanced, racially / ethnically diverse sample of ...