Quantitative Reasoning Learning Progressions for Environmental Science: Developing a Framework

dc.creator	Robert L. Mayes
dc.creator	Franziska Peterson
dc.creator	Rachel Bonilla
dc.date	2013-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:12:39Z
dc.date.available	2015-07-20T22:12:39Z
dc.identifier	1936-4660
dc.identifier	https://doaj.org/article/d9c9d7591d19477d81fe897bd164a054
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/15399
dc.description	Quantitative reasoning is a complex concept with many definitions and a diverse account in the literature. The purpose of this article is to establish a working definition of quantitative reasoning within the context of science, construct a quantitative reasoning framework, and summarize research on key components in that framework. Context underlies all quantitative reasoning; for this review, environmental science serves as the context.In the framework, we identify four components of quantitative reasoning: the quantification act, quantitative literacy, quantitative interpretation of a model, and quantitative modeling. Within each of these components, the framework provides elements that comprise the four components. The quantification act includes the elements of variable identification, communication, context, and variation. Quantitative literacy includes the elements of numeracy, measurement, proportional reasoning, and basic probability/statistics. Quantitative interpretation includes the elements of representations, science diagrams, statistics and probability, and logarithmic scales. Quantitative modeling includes the elements of logic, problem solving, modeling, and inference. A brief comparison of the quantitative reasoning framework with the AAC&U Quantitative Literacy VALUE rubric is presented, demonstrating a mapping of the components and illustrating differences in structure. The framework serves as a precursor for a quantitative reasoning learning progression which is currently under development.
dc.language	English
dc.publisher	University of South Florida Libraries
dc.relation	http://dx.doi.org/10.5038/1936-4660.6.1.4
dc.relation	https://doaj.org/toc/1936-4660
dc.rights	CC BY-NC
dc.source	Numeracy, Vol 6, Iss 1, p 4 (2013)
dc.subject	quantitative reasoning
dc.subject	learning progression
dc.subject	quantification
dc.subject	quantitative literacy
dc.subject	modeling
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 Learning Progressions for Environmental Science: Developing a Framework
dc.type	article