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Full-Text Articles in Education
Let All Voices Be Heard: Creating An Engaging And Inclusive Asynchronous Qr Classroom, Ruby A. Daniels, Kathryn Appenzeller Knowles
Let All Voices Be Heard: Creating An Engaging And Inclusive Asynchronous Qr Classroom, Ruby A. Daniels, Kathryn Appenzeller Knowles
Numeracy
With the shift to remote teaching, many instructors used Zoom for synchronous work. However, this presented issues (fatigue, turning cameras off, inequitable technical hurdles) that motivated quantitative reasoning (QR) instructors to look for asynchronous alternatives. A common technique has been text-based online discussions, which can be difficult for students to find engaging. This mixed method study (N = 41) describes an inclusive video alternative, specifically for teaching QR and quantitative fluency skills, which was piloted in two asynchronous sections and one hybrid section of the same course. Students posted their video responses, watched their classmates’ videos, and wrote short …
Parts Of The Whole: When Variation Is The Goal, Dorothy Wallace
Parts Of The Whole: When Variation Is The Goal, Dorothy Wallace
Numeracy
The goals of higher education are a population of extreme variability in expertise, a diffusion of specialized knowledge across disciplinary boundaries, and production of strong K-12 teachers. Promoting these three goals has implications at all granularities, from the pedagogy of an individual college professor to the incentives and policies that shape systemic change.
Number Sense: The Underpinning Understanding For Early Quantitative Literacy, Effie Maclellan
Number Sense: The Underpinning Understanding For Early Quantitative Literacy, Effie Maclellan
Numeracy
The fundamental meaning of Quantitative Literacy (QL) as the application of quantitative knowledge or reasoning in new/unfamiliar contexts is problematic because how we acquire knowledge, and transfer it to new situations, is not straightforward. This article argues that in the early development of QL, there is a specific corpus of numerical knowledge which learners need to integrate into their thinking, and to which teachers should attend. The paper is a rebuttal to historically prevalent (and simplistic) views that the terrain of early numerical understanding is little more than simple counting devoid of cognitive complexity. Rather, the knowledge upon which early …