Academic Affairs Workshop: Mathematics Quantitative Literacy Articulation and Assessment Bonnie Gold, Monmouth University email@example.com Overview Does Quantitative Literacy = Statistical Literacy? Why should mathematics departments care about quantitative literacy?
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Bonnie Gold, Monmouth University
The ability to adequately use elementary mathematical tools to interpret and manipulate quantitative data and ideas that arise in an individual’s private, civic, and work life.
Like reading and writing literacy, quantitative literacy is a habit of mind that is best formed by exposure in many contexts.
(From SIGMAA QL’s web page, http://sigmaa.maa.org/ql/about.php)
I. What do the numbers show?
II. How representative is that?
III. Compared to what?
IV. Is the outcome statistically significant?
V. What's the effect size?
VI. Are the results those of a single study or of a literature?
VII. What's the research design (correlational or experimental)?
VIII. How was the variable operationalized?
IX. Who's in the measurement sample?
X. Controlling for what?
From Don Small’s talk,
“Refocused College Algebra – A Basis for Quantitative Literacy”
at Northeast Consortium on Quantitative LiteracyColby – Sawyer College, May 17, 2008
(used with permission)
“Data from the U.S. Department of Health and Human Services indicates that the cumulative number N of reported cases of AIDS in the United States in year x can be approximated by the equation ,
N = 3,362.1x2 - 17.270.3x +24,032
where x = 0 corresponds to 1980.
In what year did the total reach 550,000?”
Straightforward quadratic equation exercise
How do we teach students to
A quantitatively literate college graduate should be able to:
(From Quantitative Reasoning for College Graduates, MAA Report, 1994)
To do this requires small classes, faculty with strong backgrounds, and release time for course development
all students must complete three quantitative-reasoning-designated courses:
In NJ, Lampitt bill, passed in 2006, took effect in 2008:
Publications and reports: