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- W2077102323 abstract "Today there is widespread concern about the inability of students of all ages to reason effectively with quantitative concepts. The initiative re ported here represents the efforts of a uni versity program to teach quantitative rea soning throughout the full spectrum of an undergraduate core curriculum, including natural sciences, social sciences, and the humanities. At the heart of this approach is an appreciation of the role of quantita tive reasoning in domains as diverse as history and geology and the belief that quantitative reasoning is best taught in meaningful contexts. Thus, exercises to promote quantitative reasoning are gener ally adapted to serve course goals and are designed to elicit active participation from students. I also contend that small yet meaningful exercises in quantitative reasoning can have a large impact on stu dents when they are encountered across a range of disciplines and throughout a se quence of courses within a discipline. The phrase quantitative reasoning is used here to refer to a wide range of men tal abilities, which include the following: facility with measurement and estimation, a sense of scale, an understanding of ba sic probability theory and statistics, and a subjective sense of ease in reasoning with numbers. For these purposes, we are not concerned with the skills needed for cal" @default.
- W2077102323 created "2016-06-24" @default.
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- W2077102323 date "1993-01-01" @default.
- W2077102323 modified "2023-10-16" @default.
- W2077102323 title "Quantitative Reasoning Across a College Curriculum" @default.
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- W2077102323 doi "https://doi.org/10.1080/87567555.1993.9926775" @default.
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