Flag Quantitative Reasoning
Quantitative Reasoning: Courses flagged for Quantitative Reasoning reinforce students' ability to apply quantitative, mathematical, statistical and/or computational argumentation. Quantitative reasoning skills include the ability to comprehend, critique, create and communicate arguments supported by quantitative evidence; to understand formal symbolic representations of data or ideas, and to manipulate the symbols following formal rules to reach conclusions; and to understand abstract mathematical ideas and their connections to concepts in other disciplines. In order to build upon the foundational quantitative and mathematical reasoning skills developed in the Foundations Quantitative Reasoning course, students must take one (1) course satisfying the quantitative reasoning flag.
Assignments that develop quantitative reasoning skills must account for at least 15% of the total course grade to qualify a course to satisfy the flag for quantitative reasoning.
Examples include (but are not limited to):
- Examining data from exit polls in Los Angeles and drawing conclusions about the different voting patterns among ethnic groups.
- Classifying geometric patterns on artifacts from an archaeological site and using the distribution of patterns as a tool in identifying the site.
- Discussions of the use of the mathematics in the work of Jorge Luis Borges, Tom Stoppard, or other authors which engage with the mathematical content.
- Exploring art created using fractals, including a discussion of the mathematical foundations of fractals.
Core Course Proposal Form for Quantitative Reasoning Flag
Resources for Quantitative Reasoning
- Electronic Bookshelf, Center for Mathematics and Quantitative Education, Dartmouth College, http://www.math.dartmouth.edu/~mqed/eBookshelf/
- AAC&U, Project Kaleidoskope, Documents, http://www.pkal.org/documents/
- National Numeracy Network, Teaching Resources, http://serc.carleton.edu/nnn/teaching/index.html
- Numeracy Infusion Course for Higher Education, Teaching Numeracy, http://serc.carleton.edu/NICHE/index.html
- Collegiate Learning Assessment, Practice Performance Task, http://cae.org/images/uploads/pdf/CLA_Plus_Practice_PT.pdf
- Shell Centre for Mathematical Education, Mathematical Resource Assessment Center, http://mathshell.org/
- Quantitative Literacy VALUE Rubric, http://www.aacu.org/value/rubrics/pdf/QuantitativeLiteracy.pdf
- Salt Lake Community College, Quantitative Literacy Rubric Development Guide, http://www.slcc.edu/assessment/docs/QL_Rubric_Development_Guide_Final.pdf
- Jane Miller (2004), The Chicago Guide to Writing about Numbers
- Jeffrey Bennett, William Briggs (2010), Using and Understanding Mathematics: A Quantitative Reasoning Approach
- Bernard L. Madison, Stuart Boersma, Caren L. Diefenderfer , Shannon W. Dingman (2010), Case Studies for Quantitative Reasoning: A Casebook of Media Articles
- Joel Best (2012), Damned Lies and Statistics: Untangling Numbers from the Media, Politicians, and Activists
- John Paulos (2001), Innumeracy: Mathematical Illiteracy and Its Consequences
- Rick Gilman (2006), Current Practices in Quantitative Literacy