Current Practices in Quantitative Literacy

Rick Gillman

Mathematical Association of America | 2006 | 187 páginas | RAR -PDF | 1,33 Mb

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20120916ql

This volume presents innovative solutions to the challenges of producing quantitatively literate college students….With its strong utility for college educators, this volume makes a definite contribution to the field of mathematics education. —James Pelech, The Mathematics Teacher

Current Practices in Quantitative Literacy present a wide sampling of efforts being made on campuses across the country to achieve our common goal of having a quantitatively literate citizenry. Colleges and universities have grappled with complicated issues in order to define quantitative literacy within their own communities and to implement appropriate curriculum. It is clear that any quantitative literacy program must be responsive to the local conditions of an institution including its mission, its student clientele, its history and its resources.

Although the programs and courses described in this volume only represent a sample of what is happening in the community, some trends do seem to be apparent. There is consensus that the mathematical skills necessary to be quantitatively literate include elementary logic, the basic mathematics of financial interest, descriptive statistics, finite probability, an elementary understanding of change, the ability to model problems with linear and exponential models, estimations and approximation, and general problem solving. It is clear that many of our students enter college with minimal mastery of these skills and their application.

The essays suggest that we have moved forward a long way in our understanding of quantitative literacy and our ability to implement effective programs to teach it. Read the stories of other institutions who have worked through some of these issues and begin a dialogue on your own campus.

Contents
Introduction
Rick Gillman.  . vii
History and Context . 1
Some Historical Notes
Linda Sons  . . 3
Issues, Policies, and Activities in the Movement for Quantitative Literacy
Susan L. Ganter . . 11
What Mathematics Should All College Students Know?
William L. Briggs. . 17
Interdisciplinary and Interdepartmental Programs. 21
Quantitative Methods for Public Policy
David Bressoud  . . 23
The Quantitative Requirement at Juniata College
John F. Bukowski . . . 29
Quantitative Literacy at Dominican University
Paul R. Coe and Sarah N. Ziesler . . 35
The Quantitative Reasoning Program at Hollins University
Caren Diefenderfer, Ruth Doan and Christina Salowey. . 41
A Decade of Quantitative Reasoning at Kalamazoo College
John B. Fink and Eric D. Nordmoe  . . 51
Quantitative Reasoning Across the Curriculum
Beth Haines and Joy Jordan. . 63
Mathematics Across the Curriculum
Rebecca Hartzler and Deann Leoni. . 69
Math Across the Curriculum at UNR
Jerry Johnson . . 75
The Quantitative Literacy Program at Hamilton College
Robert Kantrowitz and Mary B. O’Neill . . 81
Quantitative Reasoning at the University of Massachusetts Boston
Maura Mast and Mark Pawlak.. . 87
Interconnected Quantitative Learning at Farmingdale State
Sheldon Gordon and Jack Winn.. . 55
Quantitative Literacy Courses. 95
Contribution of a First Year Mathematics Course to Quantitative Literacy
Aimee Ellington and William Haver . . 97
Increasing the Relevance to and Engagement of Students in a Quantitative Literacy Course
Sarah J. Greenwald and Holly Hirst. . 105
Quantitative Reasoning: An Interdisciplinary, Technology Infused Approach
David Jabon. . 111
General Education Mathematics: A Problem Solving Approach
Jesús Jimenez and Maria Zack. . 119
Quantitative Reasoning and Informed Citizenship: A Relevant Hands-on Course
Alicia Sevilla and Kay Somers . . 125
A QL Program at a Large Public University
Linda Sons. . 133
Quantitative Reasoning at Wellesley College
Corrine Taylor . . 141
Advising, Assessment, and Other Issues. 147
Designing a QL Program to Match Student Needs and Interests
AbdelNaser Al-Hasan. . 149
Quantitative Literacy as an Integral Component of Mathematics Curriculum,
Case at North Dakota State University
Doğan Çömez and William O. Martin. . 155
A Case Study of Assessment Practices in Quantitative Literacy
Rick Gillman. . 165
The Quantitative Literacy Requirement at Alma College
Frances B. Lichtman. . 171
Traveling the Road Toward Quantitative Literacy
Richard J. Maher  . . 175
Quantitative Literacy Course Selection
Carrie Muir. . 181
About the Editor

Learning to Read the Numbers: Integrating Critical Literacy and Critical Numeracy in K-8 Classrooms

A Co-Publication of The National Council of Teachers of English and Routledge

Phyllis Whitin, David Whitin

Routledge | 2010 | 144 páginas | PDF | 3,45 Mb

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Being a critical reader of numerical information is an integral part of being literate in today’s data-drenched world. Uniquely addressing both mathematics and language issues, this text shows how critical readers dig beneath the surface of data to better evaluate their usefulness and to understand how numbers are constructed by authors to portray a certain version of reality.

Engaging, concise, and rich with examples and clear connections to classroom practice, it provides a framework of critical questions that children and teachers can pose to crack open authors’ intentions, expose their decisions, and make clear who are the winners and losers—questions that are essential for building democratic classrooms.

Explaining and illustrating how K-8 teachers can engage students in developing the ability to be both critical composers and critical readers of texts, Learning to Read the Numbers is designed for teacher education courses across the areas of language arts, mathematics, and curriculum studies, and for elementary teachers, administrators, and literacy and mathematics coaches. A copublication of Routledge and NCTE.

Improving Mathematics at Work: The Need for Techno-Mathematical Literacies

Celia Hoyles, Richard Noss, Phillip Kent e Arthur Bakker

Routledge | 2010 | 224 páginas | PDF | 1,5 Mb

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Improving Mathematics at Work questions the mathematical knowledge and skills that matter in the 21st century world of work, and studies how the use of mathematics in the workplace is evolving in the rapidly-changing context of new technologies and globalisation. Through a series of case studies from the manufacturing and financial service sectors, the authors argue that there has been a radical shift in the type mathematical skills required for work – a shift not yet fully recognised by the formal education system, or by employers and managers.

Examining how information technology has changed mathematical requirements, the idea of Techno-mathematical Literacies (TmL) is introduced to describe the emerging need to be fluent in the language of mathematical inputs and outputs to technologies and to interpret and communicate with these, rather than merely to be procedurally competent with calculations. The authors argue for careful analyses of workplace activities, looking beyond the conventional thinking about numeracy, which still dominates policy arguments about workplace mathematics. Throughout their study, the authors answer the following fundamental questions:

Contents
List of illustrations ix
Acknowledgements xiii
1 Introduction 1
2 Manufacturing 1: modelling and improving the work process in manufacturing industry 24
3 Manufacturing 2: using statistics to improve the production process 68
4 Financial services 1: pensions and investments 107
5 Financial services 2: mortgages 142
6 Summary, reflections and conclusions 168
Appendix: details of fieldwork 187
Further reading on the Techno-mathematical Literacies research 194
Notes 196
Bibliography 199
Index 204

Calculation vs. Context: Quantitative Literacy and Its Implications for Teacher Education

June 22-24, 2007 Wingspread Conference Center Racine, Wisconsin

Lynn Arthur Steen e Bernard L. Madison
Mathematical Association of America | 2008 | 197 páginas

on-line: maa.org (pdf)

The papers in Calculation vs. Context discuss the role of quantitative literacy in the K-12 curriculum and in teacher education. The papers present a varied set of perspectives and address three themes: the changing environment of education in American society; the challenges, and the necessity, of preparing teachers to teach quantitative literacy and of including quantitative literacy in the K-12 education; and cross-disciplinary approaches to quantitative literacy. While the conclusion reached by several of the authors is that the best place to teach quantitative literacy is at the college level, the book offers serious considerations of how quantitative literacy can and should inform the K-12 curriculum. The book also marks a turning point in the quantitative literacy movement as “QL explorers,” as Lynn Steen calls them, move beyond issues of definitions and content to a discussion of how to bring quantitative literacy into a broader setting.

Quantitative literacy. Why numeracy matters for schools and colleges.

Proceedings of the National Forum on Quantitative Literacy held at the National Academy of Sciences in Washington, D.C. on December 1-2, 2001.
Bernard L. Madison e Lynn Arthur Steen, Editors

National Council on Education and the Disciplines | 2003

on-line: maa.org (em capítulos)

Mathematics and democracy. The case for quantitative literacy

Lynn Arthur Steen

The National Council on Education and the Discipline | 2001

on-line: maa.org (pdf)

Capítulos:
Preface: Mathematics, Numeracy, and Democracy
Robert Orrill
The Case for Quantitative Literacy
The Quantitative Literacy Design Team
The Emergence of Numeracy
Patricia Cline Cohen
Connecting Mathematics with Reason
Joan L. Richards
Numeracy, Mathematics, and General Education
An Interview with Peter T. Ewell
Reflections on an Impoverished Education
Alan H. Schoenfeld
The Emperor’s Vanishing Clothes
Dan Kennedy
Numerical Common Sense for All
Wade Ellis, Jr.
Mathematics and Numeracy: Mutual Reinforcement
Alfred B. Manaster
Connecting Theory and Practice
An Interview with James H. Stith
Quantitative Literacy for the Next Generation
Zalman Usiskin
Encouraging Progressive Pedagogy
Larry Cuban
Achieving Numeracy:The Challenge of Implementation
Deborah Hughes-Hallett
Setting Greater Expectations for Quantitative Learning
Carol Geary Schneider
Epilogue: Embracing Numeracy
Lynn Arthur Steen

On the Shoulders of Giants: New Approaches to Numeracy

Lynn Arthur Steen

National Academy Press | 1990 | 144 Páginas | PDF

Link on-line: nap.edu
eric.ed.gov

archive.org

alguns capítulos on-line:
- Pattern pdf 1 pdf 2
Lynn Arthur Steen
- Dimension
Thomas F. Banchoff
- Quantity
James T. Fey
- Uncertainty
David S. Moore
- Shape
Marjorie Senechal pdf 1 pdf 2 pdf 3 pdf 4 pdf 5pdf 6
- Change
Ian Stewart

Forces created by the proliferation of computer hardware and software, by innovative methods of mathematical modelling and applications, by broader demographic considerations, and by schools themselves are profoundly changing the way mathematics is practiced, the way mathematics is taught, and the way mathematics is learned. In this volume, a vision of the richness of mathematics is expressed and illustrated as five different possible strands of school mathematics through the expansion on the theme of mathematics as the language and science of patterns with emphases on interconnections and communalities. Included are: (1) an introduction to the five sample strands with examples of the continuity underlying the fundamentals of mathematics, of the mathematical connections that both unite and repeat, and of the mathematical perspective necessary to view both the variety and the regularity of patterns; (2) the Dimension strand, which focuses on the development of relationships between the different dimensions with emphasis on three-dimensional topics; (3) the Quantity strand, which provides insights into the three basic tasks of measuring, ordering, and coding with attendant symbologies and procedures; (4) the Uncertainty strand, which develops ideas about the natural themes and strategies within the twin concepts of data and chance; (5) the Shape strand, which uses classification to discover similarities and differences among objects, analysis to discern the components of form, and representation to recognize and comprehend shapes within different contexts; and (6) the Change strand, which advocates imaginative and sensitive responses to the constantly emerging new types of patterns, including patterns of thinking about nature, as well as mathematics.

Mathematical Literacy Developing Identities of Inclusion

(Studies in Mathematical Thinking and Learning)

Yvette Solomon

Routledge | 2008 | 256 páginas | PDF | 1,01 Mb

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Why do so many learners, even those who are successful, feel that they are outsiders in the world of mathematics? Taking the central importance of language in the development of mathematical understanding as its starting point, Mathematical Literacy explores students’ experiences of doing mathematics from primary school to university - what they think mathematics is, how it is presented to them, and what they feel about it. Building on a range of theory which focuses on community, knowledge, and identity, the author examines two particular issues: the relationship between language, learning, and mathematical knowledge, and the relationship between identity, equity, and processes of exclusion/inclusion.

In this comprehensive and accessible book, the author extends our understanding of the process of gaining mathematical fluency, and provides tools for an exploration of mathematics learning across different groups in different social contexts. Mathematical Literacy’s analysis of how learners develop particular relationships with the subject, and what we might do to promote equity through the development of positive relationships, is of interest across all sectors of education—to researchers, teacher educators, and university educators.

Contents
Preface ix
Acknowledgements xv
PART I: INCLUSION AND EXCLUSION 1
1 Formulating the Problem: Identifying Mathematical Literacy 3
2 Experiencing Mathematics: Building Classroom Cultures and Mathematics Histories 29
3 Mathematical Moments and Mathematical Lives: Doing Mathematics at Northdown School 61
4 Moving On and Moving Up? Entering the World of the Undergraduate Mathematics Student 85
5 Doing Undergraduate Mathematics: Questions of Knowledge and Authority 107
6 Creating Spaces: Identity and Community Beyond the First Year 121
PART II: DEVELOPING INCLUSION 135
7 Subject Positions: Explaining Exclusion from Mathematics 137
8 Supporting Mathematical Literacy 163
9 Relationships with/in Mathematics: Inclusive Mathematics
Literacy in Practice 187
Appendix A: The Education System in England and Wales 201
Appendix B: The Students, the Data and the Analysis 205