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ERIC Number: EJ1136218
Record Type: Journal
Publication Date: 2011-Jan
Abstractor: As Provided
The Potential for Teaching Quantitative Reasoning across the Curriculum: Empirical Evidence
Grawe, Nathan D.
International Journal for the Scholarship of Teaching and Learning, v5 n1 Article 14 Jan 2011
Educational theorists have argued that effective instruction in quantitative reasoning (QR) should extend across the curriculum. While a noble goal, it is not immediately evident that this is even possible. To assess the feasibility of this approach to QR instruction, I examine papers written by undergraduates for submission to a sophomore writing portfolio. I distinguish papers in which QR is central to the main thrust of the argument ("centrally relevant") from those in which QR would strengthen the argument by providing context, enriching description, or presenting background ("peripherally relevant"). I find extensive potential for QR instruction across the curriculum. In 25% of papers QR was centrally relevant and in another roughly 20% QR was peripherally so. Of papers for which QR is centrally (peripherally) relevant, around 50% (95%) were written outside natural science courses. Moreover, 30% of papers written in arts, literature, and humanities courses were QR relevant.
Descriptors: Undergraduate Students, Thinking Skills, Mathematical Logic, Statistical Analysis, Goodness of Fit, Mathematics Instruction, Numeracy, Writing Assignments, Mathematical Concepts, Writing Across the Curriculum, Portfolios (Background Materials)
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: firstname.lastname@example.org; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A