Integration with Writing Programs: A Strategy for Quantitative Reasoning Program Development

Abstract

As an inherently interdisciplinary endeavor, quantitative reasoning (QR) risks falling through the cracks between the traditional "silos" of higher education. This article describes one strategy for developing a truly cross-campus QR initiative: leverage the existing structures of campus writing programs by placing QR in the context of argument. We first describe the integration of Carleton College's Quantitative Inquiry, Reasoning, and Knowledge initiative with the Writing Program. Based on our experience, we argue that such an approach leads to four benefits: it reflects important aspects of QR often overlooked by other approaches; it defuses the commonly raised objection that QR is merely remedial math; it sidesteps challenges of institutional culture (idiosyncratic campus history, ownership, and inertia); and it improves writing instruction. We then explore the implications of our approach for QR graduation standards. Our experience suggests that once we engaged faculty from across the curriculum in our work, it would have been difficult to adopt a narrowly defined requirement of skills-based courses. The article concludes by providing resources for those who would like to implement this approach at the course and institutional level. Keywords quantitative reasoning, program developmentCreative Commons License

How Does One Design or Evaluate a Course in Quantitative Reasoning?

“…Part of the reason for the writing requirement is to maintain the level of rigor and to protect against the course degenerating to the methods contained therein. The more important reason for adding writing is that writing strengthens quantitative reasoning (Madison 2012;Grawe and Rutz 2009) and increases the metacognitive skills of the students. Because the course requires instructors not only familiar with using case studies in a collaborative learning classroom but also with instruction and assessment in writing, the preparation of instructors for the QR course will be expanded to include writing.…”

Communicating Quantitative Literacy: An Examination of Open-Ended Assessment Items in TIMSS, NALS, IALS, and PISA

“…Contributing to the description by Cobb, Lynn Arthur Steen wrote that teachers "must encourage students to see and use mathematics in everything they do: measurement in science, logic and reasoning in language and communication, ratios and rhythms in music, geometry in art, scoring and ranking in athletics" (Steen 1999, p. 12). Additional literature discussing QL also describes the importance of communication (e.g., Dartmouth College 2009;De Lange 2003;Dingwall 2000;Grawe and Rutz 2009).…”

Comparative Study of the Numeracy Education and Writing Across the Curriculum Movements: Ideas for Future Growth

“…The NNN has moved in this direction by holding meetings in conjunction with other professional societies. At the campus level, Grawe and Rutz (2009) note that part of the success of Carleton's QUIRK program came from aligning their efforts with the campus writing program. Kennedy (2001, p. 55) notes, "While the sciences, arts, and social studies slug it out, English and mathematics remain seemingly above the fray.…”