Quantitative Reasoning in the Contemporary World, 2: Focus Questions for the Numeracy Community

dc.creator	Bernard L. Madison
dc.creator	Shannon W. Dingman
dc.date	2010-07-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:11:21Z
dc.date.available	2015-07-20T22:11:21Z
dc.identifier	1936-4660
dc.identifier	https://doaj.org/article/e04fcad9c7c2435ba8001b0450c6612e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/14355
dc.description	Numerous questions about student learning of quantitative reasoning arose as we developed, taught and assessed the Quantitative Reasoning in the Contemporary World course described in the companion paper in this issue of Numeracy. In this paper, we present some of those questions and describe the context in which they arose. They fall into eight general problem areas: learning that is context-bound and does not easily transfer (i.e., situated learning); the need for a productive disposition regarding mathematics; the connection between QL and mathematical proficiency; the persistence of students, despite our efforts, for using the wrong base for percents; the inconsistent and sometimes incorrect language in media articles on percent and percent change; the need for students to possess quantitative benchmarks in order to comprehend the size of large quantities and to know when their answers are unreasonable; students’ avoidance of using the algebra they learned in the prerequisite course; and conflation of “bigger” and “better”. We offer these questions as products of our experience with this course in order to encourage future research on issues that affect teaching similar courses that develop QR skills in undergraduate students.
dc.language	English
dc.publisher	University of South Florida Libraries
dc.relation	http://dx.doi.org/10.5038/1936-4660.3.2.5
dc.relation	https://doaj.org/toc/1936-4660
dc.rights	CC BY-NC
dc.source	Numeracy, Vol 3, Iss 2, p 5 (2010)
dc.subject	quantitative reasoning
dc.subject	student learning
dc.subject	quantitative literacy
dc.subject	research questions
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	Quantitative Reasoning in the Contemporary World, 2: Focus Questions for the Numeracy Community
dc.type	article