The Case for Infusing Quantitative Literacy into Introductory Geoscience Courses

dc.creator	Jennifer M. Wenner
dc.creator	Eric M. Baer
dc.creator	Cathryn A. Manduca
dc.creator	R. Heather Macdonald
dc.creator	Samuel Patterson
dc.creator	Mary Savina
dc.date	2009-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:09:30Z
dc.date.available	2015-07-20T22:09:30Z
dc.identifier	1936-4660
dc.identifier	https://doaj.org/article/ea14210a1bc84255a6c0414ced38302d
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/12859
dc.description	We present the case for introductory geoscience courses as model venues for increasing the quantitative literacy (QL) of large numbers of the college-educated population. The geosciences provide meaningful context for a number of fundamental mathematical concepts that are revisited several times in a single course. Using some best practices from the mathematics education community surrounding problem solving, calculus reform, pre-college mathematics and five geoscience/math workshops, geoscience and mathematics faculty have identified five pedagogical ideas to increase the QL of the students who populate introductory geoscience courses. These five ideas include techniques such as: place mathematical concepts in context, use multiple representations, use technology appropriately, work in groups, and do multiple-day, in-depth problems that place quantitative skills in multiple contexts. We discuss the pedagogical underpinnings of these five ideas and illustrate some ways that the geosciences represent ideal places to use these techniques. However, the inclusion of QL in introductory courses is often met with resistance at all levels. Faculty who wish to include quantitative content must use creative means to break down barriers of public perception of geoscience as qualitative, administrative worry that enrollments will drop and faculty resistance to change. Novel ways to infuse QL into geoscience classrooms include use of web-based resources, shadow courses, setting clear expectations, and promoting quantitative geoscience to the general public. In order to help faculty increase the QL of geoscience students, a community-built faculty-centered web resource (<em>Teaching Quantitative Skills in the Geosciences</em>) houses multiple examples that implement the five best practices of QL throughout the geoscience curriculum. We direct faculty to three portions of the web resource: <em>Teaching Quantitative Literacy,</em> QL activities, and the 2006 workshop website - <em>Infusing Quantitative Literacy into Introductory Geoscience Courses</em>. These portions of the website are designed to give geoscience faculty the resources they need to infuse quantitative content into their entry-level courses, thereby building the QL of the students who enroll. The infusion of QL in the introductory geoscience classroom allows faculty to realistically represent the quantitative nature of the science to the students who may need it most. Ultimately, the inclusion of pedagogically sound quantitative activities and exercises will serve to increase QL of our educated citizenry.
dc.language	English
dc.publisher	University of South Florida Libraries
dc.relation	http://dx.doi.org/10.5038/1936-4660.2.1.4
dc.relation	https://doaj.org/toc/1936-4660
dc.rights	CC BY-NC
dc.source	Numeracy, Vol 2, Iss 1, p 4 (2009)
dc.subject	quantitative literacy
dc.subject	geosciences
dc.subject	pedagogy
dc.subject	web resources
dc.subject	entry-level
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.title	The Case for Infusing Quantitative Literacy into Introductory Geoscience Courses
dc.type	article