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Quantitative Reasoning Learning Progression: The Matrix, Robert L. Mayes, Jennifer Forrester, Jennifer Schuttlefield Christus, Franziska Peterson, Rachel Walker
Quantitative Reasoning Learning Progression: The Matrix, Robert L. Mayes, Jennifer Forrester, Jennifer Schuttlefield Christus, Franziska Peterson, Rachel Walker
Numeracy
The NSF Pathways Project studied the development of environmental literacy in students from grades six through high school. Learning progressions for environmental literacy were developed to explicate the trajectory of learning. The Pathways QR research team supported this effort by studying the role of quantitative reasoning (QR) as a support or barrier to developing environmental literacy. An iterative research methodology was employed which included targeted student interviews to establish QR learning progression progress variables and elements comprising those progress variables, development of a QR learning progression framework, and closed-form QR assessments to verify the progression. In this paper the focus …
Teaching Quantitative Reasoning: A Better Context For Algebra, Eric Gaze
Teaching Quantitative Reasoning: A Better Context For Algebra, Eric Gaze
Numeracy
This editorial questions the preeminence of algebra in our mathematics curriculum. The GATC (Geometry, Algebra, Trigonometry, Calculus) sequence abandons the fundamental middle school math topics necessary for quantitative literacy, while the standard super-abundance of algebra taught in the abstract fosters math phobia and supports a culturally acceptable stance that math is not relevant to everyday life. Although GATC is seen as a pipeline to STEM (Science, Technology, Engineering, Mathematics), it is a mistake to think that the objective of producing quantitatively literate citizens is at odds with creating more scientists and engineers. The goal must be to create a curriculum …