1. Adding Quantitative Reasoning to Your Course Some Ideas and Places to Begin

2. In this presentation… What is Quantitative Literacy? What is a Q Course? One Idea for Adding Q to a Course Some Useful Resources Considerations to Keep in Mind

3. What is Quantitative Literacy? Quantitative Literacy is “not so much about understanding abstract concepts as about applying elementary tools in sophisticated settings” (Steen, 2001)

4. What is a Q Course?

5. Requirements for a Q Course Instruction on applying mathematical concepts and techniques to solve problems Assessment via at least 2 assignments Feedback

6. Types of Q Courses Courses where Primary Purpose is Q Courses where Q is Central to Content Courses where Q can Supplement or Enhance Student Learning

7. Adding Q to a Course

8. May take existing Q and make it more explicit and intentional Consider adding Q project(s)

9. Premises to Remember Choose Topics where Q will enhance student understanding of the material Math need not be complex It is fine to use the same Math over & over, but in different ways and different contexts We are developing “habits of the mind”

10. Sources of Ideas Historically significant problems (for field) Current Events / Popular Press for the field CETL

11. Some Useful Resources

12. Some Useful Web Resources Dartmouth College Center for Mathematics and Quantitative Education Dartmouth College Center for Mathematics and Quantitative Education Carleton College Teaching Quantitative Skills in the Geological Sciences Carleton College Teaching Quantitative Skills in the Geological Sciences Macalester College: Quantitative Methods for Public Policy Macalester College: Quantitative Methods for Public Policy Mathematics Association of America - Quantitative Literacy Mathematics Association of America - Quantitative Literacy

13. Considerations to Keep in Mind

14. Student Background Calculator Generation Tend to think of Math as formula to get the “right” answers rather than about what the information can tell them Many of them have taken a lot of Math courses - They may tune out that which seems familiar

15. Student Attitudes A student's interest in Math is more important than their own perceived ability in determining whether they take a Math course. Real life applications make Math more approachable and interesting. Students like an interdisciplinary approach.

16. Learning Principles Learners use current knowledge Students need to be assisted in learning meta-cognitive strategies People learn more efficiently with feedback

17. Experts vs. Novices Experts and Novices store and apply knowledge differently

18. Expert’s Knowledge Organization rich knowledge hierarchical organization notice and remember large amounts of complex info after a short exposure cue in on major idea needed to solve problem knowledge linked to conditions where it applies

19. Novice’s Knowledge Organization Info more like a sock drawer with t-shirts and shorts thrown in a well. Lots of energy spent trying to figure out what relevant info they have, tend to focus on surface similarities.

20. Developing Expertise Expertise is acquired over time & depends on multiple experiences Need to teach organization as well as content Need to teach principles that underlie equations and not just the equations

21. Transfer of Knowledge Transfer of Knowledge from one context to another is neither trivial nor automatic It is facilitated by knowing multiple contexts where knowledge applies