Session Type
Individual Paper/ Presentation (generally grouped with 2-3 others into a 75 minute session)
Topic
Technology and Teaching, Innovative Teaching Strategies, Critical Thinking
Session Abstract
Twenty five years ago the Mathematical Sciences Education Board (Scheaffer 1990) stated that “Citizens who cannot properly interpret quantitative data are, in this day and age, functionally illiterate” Quantitative reasoning then should not be reduced to the ability to perform arithmetic functions but must be conceived as “a habit of the mind, competency and comfort in working with numerical data” (AACU 2015). Moreover, quantitative reasoning is essential for the development of higher order level skills such as analyzing, evaluating and creating. In a world, in which data is produced more rapidly than it can be analyzed, employers note that students will need a wide range of high level quantitative skills to complete their work responsibilities regardless of their field choice. For these reasons, quantitative literacy should be incorporated across the curriculum. Students cannot develop quantitative literacy by only taking isolated courses in mathematics or statistics. Students must be constantly exposed to substantive and contextualized quantitative information so they can achieve quantitative competency. This presentation aims at providing sources, examples, and class assignments, as well as assessments on how to incorporate quantitative reasoning across the social science curriculum.
Keywords
quantitative literacy, metacognition, social sciences, technology and teaching, data sources
Location
DiGiorgio Campus Center 221
Start Date
6-2-2016 2:55 PM
Included in
Higher Education and Teaching Commons, Scholarship of Teaching and Learning Commons, Social and Behavioral Sciences Commons
Quantitative Reasoning for the Social Science Classroom
DiGiorgio Campus Center 221
Twenty five years ago the Mathematical Sciences Education Board (Scheaffer 1990) stated that “Citizens who cannot properly interpret quantitative data are, in this day and age, functionally illiterate” Quantitative reasoning then should not be reduced to the ability to perform arithmetic functions but must be conceived as “a habit of the mind, competency and comfort in working with numerical data” (AACU 2015). Moreover, quantitative reasoning is essential for the development of higher order level skills such as analyzing, evaluating and creating. In a world, in which data is produced more rapidly than it can be analyzed, employers note that students will need a wide range of high level quantitative skills to complete their work responsibilities regardless of their field choice. For these reasons, quantitative literacy should be incorporated across the curriculum. Students cannot develop quantitative literacy by only taking isolated courses in mathematics or statistics. Students must be constantly exposed to substantive and contextualized quantitative information so they can achieve quantitative competency. This presentation aims at providing sources, examples, and class assignments, as well as assessments on how to incorporate quantitative reasoning across the social science curriculum.
