01/02/14 

Quantitative Literacy Resources


Note that the resources on this page do not include the seminal works of Lynn Steen found at Steen. They do include the works Lynn Steen coedited with Bernard Madison (shown above). Bernard Madison was the founder and first President of the National Numeracy Network. The need for Quantitative Literacy (QL) is generally accepted. But the content and teaching of QL is under active discussion and debate. The quotes from the following publications present some of that discussion. All of the books shown here involve papers compiled by the editors: Lynn Steen, Bernard Madison and Richard Gillman. In the SteenMadison books, Robert Orrill (to name just one) worked tirelessly in support of QL as have the members of the Mathematics and Democracy Design team and the members of the National Numeracy Steering Committee. [Note: this US National Numeracy effort is different from the National Numeracy Strategy in the UK.]. [While the following are all quotes from the listed publications, this page has not been reviewed or approved by any of those mentioned on this page.]
Calculation vs. Context: Quantitative Literacy and Its
Implications for Teacher Education (2008).
"Innovative and more effective quantitative literacy education is urgent both as a part of revitalization of liberal education and as a response to the increasing quantitative reasoning demands of US society. In the information age of today and tomorrow, lives are increasingly governed by numbers. The ubiquity of data and analyses of data require one to use sound quantitative reasoning to cope intelligently with the requirements of citizenship, job and family, and to be prepared for a healthy, happy and productive life. But quantitative reasoning for the practical circumstances of life is not part of the school or college curriculum  even for those taking a large complement of mathematics and science courses. In particular, it is not part of the college education of prospective teachers, and it is not a major part of the current national agenda reshaping school curricula. Achieving a quantitatively literate citizenry requires serious changes in the education of teachers and the curricula they teach. Thus, the need for a conference on Quantitative Literacy and Its Implications for Teacher Education."  From the letter of invitation to conference participants
"Innovative and more effective quantitative literacy education is urgent both as a part of revitalization of liberal education and as a response to the increasing quantitative reasoning demands of US society. Thus, the need for a conference on Quantitative Literacy and Its Implications for Teacher Education. " MAA Bookstore.
"This volume contains the broadest interpretation yet of quantitative literacy (QL) as it should play out across the school and college curriculum. Nine commissioned essays on QL and teacher education by scholars in eight academic disciplines both challenge and expand more traditional views of QL. These essays, introductions by editors Bernard Madison and Lynn Steen, and brief summaries of discussions summarize the proceedings of a June 2007 multidisciplinary conference held at Wingspread Conference Center and sponsored by the MAA's NSFfunded PMET project." MAA 2008 Fall/Winter Catalog Conference Steering Committee Stanley Katz, Princeton University Bernard L. Madison, University of Arkansas Robert Orrill, National Council on Education and the Disciplines Richard Scheaffer, University of Florida Carol Geary Schneider, Association of American Colleges and Universities Lynn Arthur Steen, St. Olaf College Corrine Taylor, Wellesley College Alan Tucker, State University of New York at Stony Brook
Order from the MAA Bookstore.
See under Quantitative Literacy or search on title. Not available under
author. INTRODUCTION: Planning a Conversation about Quantitative Literacy and Teacher Education, Bernard L. Madison Reflections on Wingspread Workshop, Lynn Arthur Steen. Keynote Presentation:
Reflections on Quantitative Reasoning: An Assessment Perspective, Richard J.
Shavelson Commissioned Papers:
Humanism and Quantitative
Literacy, Robert Orrill "Humanists seem always to have kept a
worried eye on quantification."
Arguing with Numbers: Teaching QR through Argument and
Writing, Neil Lutsky Fractions and Units in Everyday Life, Alan Tucker Quantitative Literacy and School Mathematics: Percentages and Fractions, Milo Schield
"[To improve algebra,] introduce rates and
percentages as presented in tables and graphs in middle school as a
preAlgebra bridging course", Preparing Students for the Business of the Real (and Highly Quantitative) World, Corrine Taylor Beyond Calculation: Quantitative Literacy and Critical Thinking about Public Issues, Joel Best
"the cause of quantitative literacy faces two
challenges: first recognizing that Q/L must encompass more than matters of
calculation, and Quantitative Literacy for All: How Can We Make it Happen, Hugh Burkhardt "If QL is not taught in Mathematics, it will not happen."
The Licensure of Teachers for Quantitative Literacy: Who
Should Be Entitled to Teach QL?, Frank B. Murray List of Participants. Institutional Audit Questions. Current Practices in Quantitative Literacy (2006) Editor, Richard Gillman "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." Source: MAA Bookstore Review Order from the MAA Bookstore. (Search on Gillman)
Introduction: Rick Gillman "The essays do indicate that there is a consensus on the mathematical skills necessary to be quantitatively literate. These include elementary logic, the basic mathematics of financial interest, descriptive statistics, finite probability, an elementary understanding of rates of change, the ability to model problems with linear and exponential models, estimation and approximation, and general problem solving. In addition, the essays suggest that many of our students enter college with minimal mastery of these skills and their applications." History and Context Some Historical Notes: Linda Sons Issues, Policies, and Activities in the Movement for Quantitative Literacy: Susan L. Ganter What Mathematics Should All College Students Know?: William L. Briggs Interdisciplinary and Interdepartmental Programs Quantitative Methods for Public Policy: David Bressoud The Quantitative Requirement at Juniata College: John F. Bukowski Quantitative Literacy at Dominican University: Paul R. Coe and Sarah N. Ziesler The Quantitative Reasoning Program at Hollins University: Caren Diefenderfer, Ruth Doan and Christina Salowey A Decade of Quantitative Reasoning at Kalamazoo College: John B. Fink and Eric D. Nordmoe Interconnected Quantitative Learning at Farmingdale State: Sheldon Gordon and Jack Winn Quantitative Reasoning Across the Curriculum: Beth Haines and Joy Jordan Mathematics Across the Curriculum: Rebecca Hartzler and Deann Leoni Math Across the Curriculum at UNR: Jerry Johnson The Quantitative Literacy Program at Hamilton College: Robert Kantrowitz and Mary B. O’Neill Quantitative Reasoning at the University of Massachusetts Boston: Maura Mast and Mark Pawlak Quantitative Literacy Courses Contribution of a First Year Mathematics Course to Quantitative Literacy: Aimee Ellington and William Haver Increasing the Relevance to and Engagement of Students in a Quantitative Literacy Course: Sarah J. Greenwald and Holly Hirst Quantitative Reasoning: An Interdisciplinary, Technology Infused Approach: David Jabon General Education Mathematics: A Problem Solving Approach: Jesús Jimenez and Maria Zack Quantitative Reasoning and Informed Citizenship: A Relevant Handson Course: Alicia Sevilla and Kay Somers A QL Program at a Large Public University: Linda Sons Quantitative Reasoning at Wellesley College: Corrine Taylor Advising, Assessment, and Other Issues Designing a QL Program to Match Student Needs and Interests: AbdelNaser AlHasan Quantitative Literacy as an Integral Component of Mathematics Curriculum, Case at North Dakota State University: Doğan Çömez & William O. Martin A Case Study of Assessment Practices in Quantitative Literacy: Rick Gillman The Quantitative Literacy Requirement at Alma College: Frances B. Lichtman Traveling the Road Toward Quantitative Literacy: Richard J. Maher Quantitative Literacy Course Selection: Carrie Muir About the Editor
Achieving Quantitative Literacy (2004)
MAA or
Amazon
Quantitative Literacy: Peer Review 2004
Quantitative Literacy Edited by Bernard L. Madison and Lynn Arthur Steen "Quantitative literacy, in my view, means knowing how to reason and how to think and it is all but absent from our curricula today." Users of quantitative information "have to learn how to think for themselves, and that is what an education in quantitative reasoning can teach them." Gina Kolata (1997) "The attention to quantitative reasoning that she [Gina Kolata, see above] thinks so essential to sound judgment simply does not exist in the academic programs of most of our schools and colleges. Robert Orrill "To expand the conversation about QL, the NCED subsequently sponsored a national forum, Quantitative Literacy: Why Numeracy Matters for Schools and Colleges, held at the National Academy of Sciences in Washington D.C. on December 12, 2001. This volume represents the proceedings of this Forum and includes papers commissioned as background for that Forum, essays presented at that Forum, and selected reactions to that Forum." Bernard Madison
TABLE OF CONTENTS: Background Papers:
Forum Papers:
Mathematics and Democracy
Why
Numbers Count
1994: MAA Quantitative Reasoning for College Graduates Quantitative Reasoning for College Graduates: A Complement
to the Standards. Committee on the Undergraduate Programs in Mathematics
(CUPM) Subcommittee on Quantitative Literacy Requirements. Washington DC:
Mathematical Association of America. The report (in its Part 2) presented this overarching goal:
The report (in its Part 2) presented this goal for quantitative literacy:
The report in its Part 2 asserted that: "A quantitatively literate college graduate should be able to


This site was last updated 05/20/12