Spreadsheets Across the Curriculum, 1: The Idea and the Resource

Vacher, H. L.; Lardner, Emily

doi:10.5038/1936-4660.3.2.6

Cited by 11 publications

(7 citation statements)

References 23 publications

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“…So every lecture, every session, involved interacting in some way with spreadsheets that they would have to create by themselves. That eventually turned into a series of NSF grants, for about ten years, where the theme was teaching using spreadsheet modules (including Spreadsheets Across the Curriculum [13]).…”

Section: Gizem: and Geophysics Is Very Mathematical?mentioning

confidence: 99%

On "Animals", QL Converts, and Transfer - An Interview

Karaali¹,

Vacher²

2020

jhummath

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In March 2017, Gizem Karaali interviewed Len Vacher, at the time the lead editor of Numeracy, the flagship journal of the National Numeracy Network. What follows is the extended transcript of this conversation, which ranges from quantitative literacy to computational geology, from transfer of learned content and skills to interdisciplinary collaboration. The interview was first published in Shifting Contexts Stable Core: Advancing Quantitative Literacy in Higher Education, edited by Luke Tunstall, Gizem Karaali, and Victor Piercey, and published in 2019 as MAA Notes Volume 88. It is reprinted here with the permission of the publisher. 1

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Section: Gizem: and Geophysics Is Very Mathematical?mentioning

confidence: 99%

On "Animals", QL Converts, and Transfer - An Interview

Karaali¹,

Vacher²

2020

jhummath

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“…Spreadsheets are known to enhance quantitative reasoning and have been implemented in a variety of courses as noted in numerous papers in this journal (e.g., Steele and Kiliç-Bahi 2008, Gaze 2010, Vacher and Lardner 2010, Frith 2012, Lehto and Vacher 2012, Mayfield and Dunham 2015, Ricchezza and Vacher 2017.…”

Section: The Role Of Excelmentioning

confidence: 99%

A Quantitative Reasoning Approach to Algebra Using Inquiry-Based Learning

Piercey¹

2017

Numeracy

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In this paper, I share a hybrid quantitative reasoning/algebra two-course sequence that challenges the common assumption that quantitative literacy and reasoning are less rigorous mathematics alternatives to algebra and illustrates that a quantitative reasoning framework can be used to teach traditional algebra. The presentation is made in two parts. In the first part, which is somewhat philosophical and theoretical, I explain my personal perspective of what I mean by "algebra" and "doing algebra. " I contend that algebra is a form of communication whose value is precision, which allows us to perform algebraic manipulations in the form of simplification and solving moves. A quantitative reasoning approach to traditional algebraic manipulations rests on intentional and purposeful use of simplification and solving moves within contextual situations. In part 2, I describe a 6-week instructional module intended for undergraduate business students that was delivered to students who had placed into beginning algebra. The perspective described in part 1 heavily informed the design of this module. The course materials, which involve the use of Excel in multiple authentic contexts, are built around the use of inquiry-based learning. Upon completion of this module, the percentage of students who successfully complete model problems in an assessment is in the same range as surveyed students in precalculus and calculus, approximately two "grade levels" ahead of their placement.

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“…Campus programs such as those at Hollins University (Diefenderfer et al 2004) and Dartmouth College (Korey 1999) as well as national programs such as "Math Across the Community College Curriculum" (Hillyard et al 2010) and "Spreadsheets across the curriculum" (Vacher and Lardner 2010) provide evidence of the effectiveness of faculty workshops. Given this support, many faculty members have created and assessed numeracy curriculum.…”

Section: Campus-level Faculty and Student Support For Numeracy Educationmentioning

confidence: 99%

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

Hillyard¹

2012

Numeracy

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The percentage of American institutions with a Writing Across the Curriculum (WAC) program grew from 38% to 54% over the 20-year period from 1987 to 2008. Meanwhile the trajectory of the numeracy movement from publication of the popular book Innumeracy in 1988 to the appearance of Numeracy in 2008 was similar to the trajectory of the WAC movement from the publication of "Why Johnny Can 't Read" (1975) to the appearance of the first WAC journal in 1994. Review of the WAC literature shows that the growth of WAC occurred despite numerous challenges: the need for institutional buy-in; assessment; orthodoxy of English departments; the notion that writing is a pre-college skill; recognition of WAC scholarship; the workload of grading; student resistance; and difficulties of getting external funding. Similar challenges face the numeracy movement today. The WAC literature reveals four major contributors to its successful growth: (1) a paradigm shift in thinking about writing pedagogy (exemplified by WTL, "writing to learn" rather than just "learning to write"; WID, writing in the disciplines; a rethinking of first-year writing courses; and writing across the curriculum); (2) campus-level faculty and student support for writing; (3) professional networks and scholarship around WAC; and (4) framing WAC within institutional movements. How can the numeracy movement apply these "lessons learned" from WAC? I conclude with five suggestions: (1) document that numeracy education increases students' critical thinking and decision-making skills; (2) compile electronic resources for faculty to integrate numeracy education into their disciplines; (3) expand our research methodologies and scholarly output so that numeracy education can be seen as its own field of study; (4) work with math departments and funding agencies to integrate numeracy more explicitly into high-volume, entry-level mathematics courses; and (5) support models of campus-wide programs that include a center for faculty and student support that is led by a numeracy education professional.

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Spreadsheets Across the Curriculum, 1: The Idea and the Resource

Cited by 11 publications

References 23 publications

On "Animals", QL Converts, and Transfer - An Interview

On "Animals", QL Converts, and Transfer - An Interview

A Quantitative Reasoning Approach to Algebra Using Inquiry-Based Learning

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

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