Quantitative Literacy and Mathematical Skills

1. Quantitative Literacy and Mathematical Skills Cathryn A. Manduca Science Education Resource Center Carleton College serc.carleton.edu

2. Quantitative Skills are Important • Quantitative literacy is increasingly needed by all citizens to make informed personal choices, for financial success, and to guide our democracy • Mathematical skills are fundamental to success as a practicing geoscientist.

3. Quantitative Literacy-A National Movement Pervasiveness of quantitative information and the necessity of acting on it require quantitative literacy for all. -Democracy and America, Steen, 2001 A quantitatively literate person is a person who, with understanding, can both read and represent quantitative information arising in everyday life. -Richardson and McCallum, in press

4. A Goal from the Mathematics Association of America Every college graduate should be able to apply simple mathematical methods to the solution of real-world problems. A quantitatively literate college graduate should be able to: • Interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. • Represent mathematical informationsymbolically, visually, numerically, and verbally. • Use arithmetical, algebraic, geometric and statistical methods to solve problems. • Estimate and check answers to mathematical problems in order to determine reasonableness, identify alternatives, and select optimal results. • Recognize that mathematical and statistical methods have limits.

5. Suggestions (Richardson and McCallum) • Mathematics engaged with a context. • Quantitative material must be pervasive in a student’s education. • Quantitative literacy requires practice.

6. What is happening? • National Council on Education and the Disciplines • National Numeracy Network • Just beginning • 5 centers: Dartmouth, Trinity College, WW, Evergreen, Reno • Goals: to support community action and provide good models • Focus: high school/college transition and first 2 years of college • National Academy Report: • Quantitative Literacy: Why Numeracy Matters for Schools and Colleges,

7. Mathematics Across the Curriculum • NSF Program (~1998-2000) • Variety of models including Dartmouth, UNReno (www.nsf.gov) • Other models:Macalaster, Mt Holyoke, University of Arizona, • Professional Societies in Math: MAA, AMATYC • MAA Curriculum Foundations • What is needed in mathematics courses for science majors in each of the disciplines • No geoscience • Crossroads, Standards, Report on Quantitative Literacy • Conferences

8. Mathematical Skills for Geoscientists Bigger Picture Too • Research is increasingly quantitative. • Applications are increasingly quantitative. • Arguments are increasingly quantitative. • Are undergraduates prepared for work environment? For graduate programs? To teach math and science? Do they have an appreciation or realistic picture of modern geoscience at the end of the major?

9. What do we mean by quantitative skills in this context? • We don’t know (at least as a community) • Conversation just beginning • Vocabulary limited • We have some resources: • Conceptual frameworks • Skills lists/matrix planning • Assessments

10. Things we need to discuss • Are there core skills that are important in all of the geoscience fields? • Are there skills that are essential for each of the disciplines? • How do we create programs that lead to strong skills that are aligned with student goals? • How do the different educational levels work together?

11. We aren’t in this alone. • Our students are at institutions of learning that have: • Mathematicians • Other scientists • Education specialists • Skills centers/special programs

12. A place to go for resources Teaching Quantitative Skills in the Geosciences (dlesecommunity.carleton.edu) • Issues • Methods • Teaching Resources (help us build) • Discussion Next Steps