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ERIC Number: ED498954
Record Type: Non-Journal
Publication Date: 2007-Oct-3
Pages: 3
Abstractor: Author
A Mathematician's Proposal. Carnegie Perspectives
Burke; Michael C.
Carnegie Foundation for the Advancement of Teaching
Quantitative literacy, the ability to discriminate between good and bad data, the disposition to use quantitative information to think through complex problems are capacities that educators across fields should be helping students develop. Burke leads the reader to this conclusion through an extended example of income distribution, clarified and made powerful by visual representation. Noting that the content of thought and the depth of understanding are dependent on the tools brought to a task, the writer advocates that the ability to think in terms of quantitative data, in terms of tables and graphs, is indispensable for understanding the modern world and should be part of what is taught to all students, not just those in selected courses or selected majors. We write, after all, says Burke, to figure out what we think. Students must be taught to write so that they will learn how to think.
Carnegie Foundation for the Advancement of Teaching. 51 Vista Lane, Stanford, CA 94305. Tel: 650-566-5102; Fax: 650-326-0278; e-mail:; Web site:
Publication Type: Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Carnegie Foundation for the Advancement of Teaching, Menlo Park, CA.
Grant or Contract Numbers: N/A