# Current Practices in Quantitative Literacy

## Rick Gillman, editor

This volume presents innovative solutions to the challenges of producing quantitatively literate college students....With its strong utility for college educators, this volume makes a definite contribution to the field of mathematics education. — James Pelech, The Mathematics Teacher

Current Practices in Quantitative Literacy present a wide sampling of efforts being made on campuses across the country to achieve our common goal of having a quantitatively literate citizenry. Colleges and universities have grappled with complicated issues in order to define quantitative literacy within their own communities and to implement appropriate curriculum. It is clear that any quantitative literacy program must be responsive to the local conditions of an institution including its mission, its student clientele, its history and its resources.

Although the programs and courses described in this volume only represent a sample of what is happening in the community, some trends do seem to be apparent. There is consensus that the mathematical skills necessary to be quantitatively literate include elementary logic, the basic mathematics of financial interest, descriptive statistics, finite probability, an elementary understanding of change, the ability to model problems with linear and exponential models, estimations and approximation, and general problem solving. It is clear that many of our students enter college with minimal mastery of these skills and their application.

The essays suggest that we have moved forward a long way in our understanding of quantitative literacy and our ability to implement effective programs to teach it. Read the stories of other institutions who have worked through some of these issues and begin a dialogue on your own campus.

Electronic ISBN: 9780883859780

 PDF Price POD Price Current Practices in Quantitative Literacy $25.00 Price per Chapter Price per Chapter Part I: History and Context Some Historical Notes$7.00 $8.50 Issues, Policies, and Activities in the Movement for Quantitative Literacy$7.00 $8.50 What Mathematics Should All College Students Know?$7.00 $8.50 Part II: Interdisciplinary and Interdepartmental Programs Quantitative Methods for Public Policy$7.00 $8.50 The Quantitative Requirement at Juniata College$7.00 $8.50 Quantitative Literacy at Dominican University$7.00 $8.50 The Quantitative Reasoning Program at Hollins University$7.00 $8.50 A Decade of Quantitative Reasoning at Kalamazoo College$7.00 $8.50 Interconnected Quantitative Learning at Farmingdale State$7.00 $8.50 Quantitative Reasoning Across the Curriculum$7.00 $8.50 Mathematics Across the Curriculum$7.00 $8.50 Math Across the Curriculum at UNR$7.00 $8.50 The Quantitative Literacy Program at Hamilton College$7.00 $8.50 Quantitative Reasoning at the University of Massachusetts Boston$7.00 $8.50 Part III: Quantitative Literacy Courses Contribution of a First Year Mathematics Course to Quantitative Literacy$7.00 $8.50 Increasing the Relevance to and Engagement of Students in a Quantitative Literacy Course$7.00 $8.50 Quantitative Reasoning: An Interdisciplinary, Technology Infused Approach$7.00 $8.50 General Education Mathematics: A Problem Solving Approach$7.00 $8.50 Quantitative Reasoning and Informed Citizenship: A Relevant Hands-on Course$7.00 $8.50 Part IV: Advising, Assessment, and Other Issues A QL Program at a Large Public University$7.00 $8.50 Quantitative Reasoning at Wellesley College$7.00 $8.50 Designing a QL Program to Match Student Needs and Interests$7.00 $8.50 Quantitative Literacy as an Integral Component of Mathematics Curriculum, Case at North Dakota State University$7.00 $8.50 A Case Study of Assessment Practices in Quantitative Literacy$7.00 $8.50 The Quantitative Literacy Requirement at Alma College$7.00 $8.50 Traveling the Road Toward Quantitative Literacy$7.00 $8.50 Quantitative Literacy Course Selection$7.00 \$8.50