A framework for understanding the quantitative literacy demands of higher education

Frith, Vera; Prince, Robert

doi:10.4314/sajhe.v23i1.44804

Cited by 11 publications

(17 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As such, the use thereof should be accompanied by the application of a meta-frame. We make this argument, in the sections that follow, by applying the performance perspective previously described to both the quantitative literacy event presented herein, but also to the framework introduced by Frith and Prince (2009).…”

Section: 4mentioning

confidence: 99%

Teaching, Learning, and Employing Analytical Frameworks as Performance: Analysis of a Quantitative Literacy Event in Applied Mechanics

Simpson

Prince

2018

Designs for Learning

View full text Add to dashboard Cite

Section: 4mentioning

confidence: 99%

Teaching, Learning, and Employing Analytical Frameworks as Performance: Analysis of a Quantitative Literacy Event in Applied Mechanics

Simpson

Prince

2018

Designs for Learning

View full text Add to dashboard Cite

“…The Association of American Colleges and University (AAC&U) defines QL as a habit of thinking, competence and the comfort in working with numerical data [11]. Furthermore, Frith and Gunston define QL as the ability to manage situations or solve problems in practice, and involves responding to quantitative (mathematical and statistical) information that may be presented verbally, graphically, in tabular or symbolic form [12]. Based on QL rubrics issued by AAC&U, there are six QL indicators including interpretation, representation, calculation, analysis, assumptions, and communication [11].…”

Section: Introductionmentioning

confidence: 99%

Analysis of students’ quantitative literacy in human coordination system concept

Harianto

Saefudin

Nuraeni

2017

Int. J. Sci. Appl. Sci.: Conf. Ser.

View full text Add to dashboard Cite

<p class="Abstract">This study aimed to measure and analyze students’ quantitative literacy (QL) in human coordination system concept. It involved 76 participants (16-17 years old) from the second grade of senior high school at two national schools in Subang, West Java, Indonesia. These participants consisted of 39 males and 37 female students. Their QL was assessed by four essay tests to examine their QL indicators including interpretation, representation, calculation, and analysis through coordination system in human issue. Their answers were analyzed by a QL rubric according to Association of American Colleges and University (AACU) assessment. QL achievement for each indicator was categorized into four levels. The analysis result showed that students’ interpretation, representation, calculation, and analysis were at level 3, 2, 3, and 1, respectively. Based on data analysis, students’ achievement in calculation, interpretation, and representation were categorized as the milestone (mediocre). Meanwhile, their analysis skill was classified as a benchmark or the lowest QL level.</p>

show abstract

“…The results of this testing have shown that many students lack quantitative concepts and techniques that medical courses appear to assume students will have. Systematic examination of the curriculum for the first-year integrated human biology/biochemistry/public health course (called Transitions in Health) revealed that the QL demands are extensive and very varied (Frith and Gunston 2011). Although all medical students have done mathematics at school, this does not necessarily mean that they are prepared for the QL demands of the curriculum.…”

Section: The Ql Provision For First-year Mbchb (Medical) Studentsmentioning

confidence: 99%

Quantitative Literacy Interventions at University of Cape Town: Effects of Separation from Academic Disciplines

Frith¹

2012

Numeracy

View full text Add to dashboard Cite

The aim of the Numeracy Centre at the University of Cape Town is to develop students' quantitative literacy (QL) in a manner consistent with their programmes of study and intended roles in the community. Our theoretical perspective on the nature of QL is in line with that of the New Literacies Studies and sees academic QL as practices in different academic disciplinary contexts. This means that for us the ideal curriculum structure for developing QL would fully integrate it into the teaching of the disciplines. This is in practice not achievable in most cases, especially since many students do not have the necessary foundations of mathematical and statistical knowledge and skills. The unavoidable deviation from the ideal curriculum structure presents challenges to the design of QL interventions. Two illustrative examples which display different degrees of separation from the disciplinary teaching are described and discussed. This discussion is based on lecturers' reflections on the teaching experience and on student evaluations. The 'stand-alone' QL course for Humanities and Law students, which uses a context-based approach, is the least integrated with the disciplinary curriculum, and presents challenges in terms of tensions in the classroom between the contexts and the mathematical and statistical content, as well as challenges in terms of student motivation. The QL intervention for medical students is more closely integrated into the medical curriculum and presents fewer challenges. Both interventions are intended to provide 'foundations' in terms of QL and suffer from difficulties in providing students with authentic motivation. Vera Frith is the Co-ordinator of the Numeracy Centre, a unit within the Centre for Higher Education Development at the University of Cape Town. Her primary interest is the quantitative literacy development of university students and the development of appropriate curriculum for this purpose.

show abstract

A framework for understanding the quantitative literacy demands of higher education

Cited by 11 publications

References 2 publications

Teaching, Learning, and Employing Analytical Frameworks as Performance: Analysis of a Quantitative Literacy Event in Applied Mechanics

Teaching, Learning, and Employing Analytical Frameworks as Performance: Analysis of a Quantitative Literacy Event in Applied Mechanics

Analysis of students’ quantitative literacy in human coordination system concept

Quantitative Literacy Interventions at University of Cape Town: Effects of Separation from Academic Disciplines

Contact Info

Product

Resources

About