Teaching Quantitative Reasoning Presented by Dr. John Willems Sponsored by the Committee for the Assessment of Student Learning (CASL)

How does EIU measure up? CLA+ RESULTS – Quantitative Reasoning: In AY 2018, CASL administered the CLA+ exam to 84 freshmen and 89 senior students. The mean score in quantitative reasoning for EIU freshmen was 67 points lower than the National Average for freshmen while the mean scores for EIU seniors was 27 points lower than the National Average for seniors Although there is a much larger gain of 87 made by EIU seniors than the National Average gain of 47, EIU seniors still graduate with significantly less skill in this area than the national average. Mean Score (and range from 25th-75th percentile) Difference   EIU National Average Freshmen 432 (391-498) 499 (473-519) 67↓ Seniors 519 (453-597) 546 (524-567) 27↓ Mean Gain 87 47

Summary of CLA+ Results: Quantitative Reasoning EIU’s 75% score for freshman is 498 while the average score for freshmen nationwide was 499. EIU’s average score for seniors was 519 while the 25% score for seniors nationwide was 524. EIU’s average scores for freshmen and seniors were well below nationwide averages -- a fact that is consistent with 2015 CLA+ results in Quantitative Reasoning.

Student Perception of Quantitative Reasoning Skills (National Survey of Student Engagement, 2017)   Never Sometimes Often Very Often In coursework, reached conclusions based on own analysis of numerical information EIU/ Midwest Public Freshmen 9%/ 11% 33%/ 39% 43%/ 37% 14%/ 13% EIU/ Midwest Public Seniors 14%/ 11% 36%/ 35% 33%/ 35% 17%/ 19% Used numerical information to examine a real-world problem or issue (unemployment, climate change, public health, etc) 19%/ 20% 45%/ 43% 23%/ 28% 12%/ 9% 20%/ 18% 37%/ 39% 27%/ 28% 16%/ 14% Evaluated what others have concluded from numerical information 18%/ 19% 41%/ 45% 32%/ 28% 9%/ 8% 20%/ 16% 42%/ 42% 26%/ 29% 12%/ 13%

Student Perception of Quantitative Reasoning Abilities vs Student Perception of Quantitative Reasoning Abilities vs. Actual Performance Students believe that their experiences at EIU have contributed to their knowledge, skills, and personal development in quantitative reasoning. Their actual scores in quantitative reasoning highlight a large disparity between quantitative reasoning skills and the perception of their quantitative reasoning skills. Suggests a need for explicit instruction in teaching quantitative reasoning.

Adoption of Quantitative Reasoning Learning Goal As of AY 2018, approximately 53% of departments included the quantitative reasoning learning goal as part of their assessment plans. Of EIU’s five undergraduate learning goals, the quantitative reasoning learning goal has been adopted at the lowest level by departments.

Quantitative Reasoning: Undergraduate Learning Goal Performing basic calculations and measurements. Applying quantitative methods and using the resulting evidence to solve problems. Reading, interpreting, and constructing tables, graphs, charts, and other representations of quantitative material. Critically evaluating quantitative methodologies and data. Constructing cogent arguments utilizing quantitative material. Using appropriate technology to collect, analyze, and produce quantitative materials.

Defining Quantitative Reasoning Quantitative Literacy (QL) – also known as Numeracy or Quantitative Reasoning (QR) – is a "habit of mind," competency, and comfort in working with numerical data (Association of American Colleges & Universities: https://www.aacu.org/value/rubrics/quantitative-literacy) Individuals with strong QL skills can: reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations. understand and can create sophisticated arguments supported by quantitative evidence clearly communicate those arguments in a variety of formats (using words, tables, graphs, mathematical equations, etc., as appropriate).

Resources for Teaching Quantitative Reasoning Quantitative Reasoning, Inquiry, and Knowledge (QuIRK): The Carleton QuIRK initiative is a project designed to create curriculum and practice around the teaching of quantitative reasoning. https://apps.carleton.edu/quirk/ Curriculum: https://apps.carleton.edu/quirk/curricular/ Quantitative Writing: https://serc.carleton.edu/quirk/quantitative_writing/index.html Teaching with Spreadsheets Across the Curriculum: https://serc.carleton.edu/sp/library/ssac/index.html What If Math: A collection of quantitative reasoning exercises that make use of spreadsheets, rated by level of difficulty. https://whatifmath.org/ Guide to Writing with Statistics (Purdue University Online Writing Lab): A resource on integrating statistics with writing offers suggestions for “quick tips, writing descriptive statistics, writing inferential statistics, and using visuals with statistics.” https://owl.purdue.edu/owl/research_and_citation/using_research/writing_with_statist ics/index.html

Driving Across Town for Cheaper Gas: A Cost/Benefit Analysis Teaching with Spreadsheets Across the Curriculum: https://serc.carleton.edu/sp/library/ssac/index.html In class group activity of mathematical modeling Supporting the following Quantitative Concepts Estimation Rates Unit Conversion Conclusion: The final model shows that we lost 12 minutes and $0.07 by driving to the “cheaper gas station” after including maintenance costs and our time. Other good examples from Teaching with Spreadsheets Across the Curriculum: Simple versus Compound Interest – Spreadsheeting the Difference Investing for Retirement Dirty Jobs vs. Clean Jobs – A Comparison of Salaries And many more from a variety of disciplines

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