Developing Quantitative Reasoning: Will Taking Traditional Math Courses Suffice? An Empirical Study

Improving University Students' Perception of Mathematics and Mathematics Ability

“…The next steps would be to follow up with the participants to determine whether these are permanent or temporary changes. Another area of concern is that, although our study showed more positive changes than those found by Agustin et al (2012) from a traditional college mathematics course, we did not do any direct comparison. A future study comparing different models of QR courses with traditional math courses as well as standard introductory statistics courses would be optimal to provide evidence for the success of QR courses.…”

“…Although strong quantitative reasoning skills are crucial for informed citizenship and participation in the adult world (Mathematics Association of America 2014), empirical data from Agustin et al (2012) have shown that "taking one or more traditional math courses does not necessarily develop quantitative reasoning" (p. 312). We believe that it is important to assist our students to develop these skills as they move beyond their postsecondary education.…”

“…The traditional college or university mathematics curriculum that begins with a sequence of calculus and linear algebra courses serves the needs of mathematics and other science majors, but it does not serve the needs of other students for QR skills. Agustin et al (2012) presented empirical evidence that "taking one or more traditional math courses does not necessarily develop quantitative reasoning" (p. 312). There is a need, therefore, for courses specifically designed to address QR skills for non-math and non-science majors.…”

Realizing General Education: Reconsidering Conceptions and Renewing Practice

“…Critical thinking and problem solving are outcomes expected for general education (Banta, ; Fliegel & Holland, ; National Leadership Council for Liberal Education and America's Promise, ). Furthermore, quantitative capacities are identified as a domain of general education, including scientific reasoning (Waldo, ) and mathematical capacities (Agustin, Agustin, Brunkow, & Thomas, ; Wismath & Mackay, ).…”

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“…Typically in secondary school, students become more exposed to mathematical questions in context (word problems) and are required to apply their mathematical knowledge to solve problems in new situational contexts. A recent study has shown that traditional mathematics courses may not be effective in developing quantitative reasoning skills (Agustin et al 2012). Courses focusing on the application of mathematical concepts in different contexts may both aid in developing quantitative reasoning and develop a deeper understanding of mathematical principles.…”