From Math Literacy to Quantitative Literacy
Join Eric Gaze of Bowdoin College for a discussion on tactics to engage students in Quantitative Reasoning courses.
In this webinar, we share elements to consider for a Quantitative Reasoning (QR) course that addresses the challenge of empowering people to think quantitatively about everyday issues by providing a firm foundation in proportional reasoning and modeling with spreadsheets. QR curriculum is distinguished from traditional mathematics in that the context drives the content in QR, and in teaching QR, “content is inseparable from pedagogy and context is inseparable from content.” (p.18 NCED) We discuss how to engage our students with course material and pedagogical approaches embedded in meaningful, real contexts. To this end, we explore the use of articles and reading assignments alongside worksheets and problem-based learning. Assignments that scaffold QR skill development while deepening students’ reasoning capabilities will be discussed.
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Eric Gaze, Bowdoin College
Eric Gaze directs the Quantitative Reasoning (QR) program at Bowdoin College, is Chair of the Center for Learning and Teaching, and is a Senior Lecturer in the Mathematics Department. He is the current President of the National Numeracy Network (NNN 2013 – 2017). Eric has a QR textbook published with Pearson, Thinking Quantitatively: Communicating with Numbers, with blog: https://thinkingquantitatively.wordpress.com/.
Eric has given talks and led faculty workshops on the topics of QR Across the Curriculum, QR Assessment, and has served on review teams of QR programs. Eric was the Principal Investigator for a NSF TUES Type I grant (2012-14), Quantitative Literacy and Reasoning Assessment (QLRA) DUE 1140562, and has published articles on teaching and learning related to citizen literacy. Prior to coming to Bowdoin, Eric led the development of a Masters in Numeracy program for K-12 teachers at Alfred University as an Associate Professor of Mathematics and Education.
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