Shifting contexts, stable core : advancing quantitative literacy in higher education

258 Pages·2019·8.665 MB·English

by  Victor Piercey (editor), Luke Tunstall (editor), Gizem Karaali (editor)

Shifting Contexts, Stable Core
Advancing Quantitative Literacy in Higher Education
(cid:13)c 2019by
TheMathematicalAssociationofAmerica(Incorporated)
LibraryofCongressControlNumber2019933456
PrintISBN978-0-88385-198-2
ElectronicISBN978-1-61444-324-7
PrintedintheUnitedStatesofAmerica
CurrentPrinting(lastdigit):
10987654321
Shifting Contexts, Stable Core
Advancing Quantitative Literacy in Higher Education
Edited by
Luke Tunstall,
Gizem Karaali,
and
Victor Piercey
PublishedandDistributedby
TheMathematicalAssociationofAmerica
The MAA Notes Series, started in 1982, addresses a broad range of topics and themes of interest to all who are involved with
undergraduatemathematics.Thevolumesinthisseriesarereadable,informative,anduseful,andhelpthemathematicalcommunity
keepupwithdevelopmentsofimportancetomathematics.
CouncilonPublicationsandCommunications
SusanG.Staples,Chair
NotesEditorialBoard
MichaelC.Axtell,Editor
CristaL.Arangala
VinodhKumarChellamuthu
SuzanneHamon
HeatherA.Hulett
DavidR.Mazur
DanSloughter
JoeYanik
JohnM.Zobitz
MAANotes
14. MathematicalWriting,byDonaldE.Knuth,TracyLarrabee,andPaulM.Roberts.
16. UsingWritingtoTeachMathematics,AndrewSterrett,Editor.
17. PrimingtheCalculusPump:InnovationsandResources,CommitteeonCalculusReformandtheFirstTwoYears,asubcomit-
teeoftheCommitteeontheUndergraduatePrograminMathematics,ThomasW.Tucker,Editor.
18. ModelsforUndergraduateResearchinMathematics,LesterSenechal,Editor.
19. VisualizationinTeachingandLearningMathematics,CommitteeonComputersinMathematicsEducation,SteveCunning-
hamandWalterS.Zimmermann,Editors.
20. TheLaboratoryApproachtoTeachingCalculus,L.CarlLeinbachetal.,Editors.
21. PerspectivesonContemporaryStatistics,DavidC.HoaglinandDavidS.Moore,Editors.
22. HeedingtheCallforChange:SuggestionsforCurricularAction,LynnA.Steen,Editor.
24. SymbolicComputationinUndergraduateMathematicsEducation,ZavenA.Karian,Editor.
25. TheConceptofFunction:AspectsofEpistemologyandPedagogy,GuershonHarelandEdDubinsky,Editors.
26. StatisticsfortheTwenty-FirstCentury,FlorenceandSheldonGordon,Editors.
27. ResourcesforCalculusCollection,Volume1:LearningbyDiscovery:ALabManualforCalculus,AnitaE.Solow,Editor.
28. ResourcesforCalculusCollection,Volume2:CalculusProblemsforaNewCentury,RobertFraga,Editor.
29. ResourcesforCalculusCollection,Volume3:ApplicationsofCalculus,PhilipStraffin,Editor.
30. ResourcesforCalculusCollection,Volume4:ProblemsforStudentInvestigation,MichaelB.JacksonandJohnR.Ramsay,
Editors.
31. ResourcesforCalculusCollection,Volume5:ReadingsforCalculus,UnderwoodDudley,Editor.
32. EssaysinHumanisticMathematics,AlvinWhite,Editor.
33. ResearchIssuesinUndergraduateMathematicsLearning:PreliminaryAnalysesandResults,JamesJ.KaputandEdDubinsky,
Editors.
34. InEves’Circles,JobyMiloAnthony,Editor.
35. You’retheProfessor,WhatNext?IdeasandResourcesforPreparingCollegeTeachers,TheCommitteeonPreparationfor
CollegeTeaching,BettyeAnneCase,Editor.
36. PreparingforaNewCalculus:ConferenceProceedings,AnitaE.Solow,Editor.
37. APracticalGuidetoCooperativeLearninginCollegiateMathematics,NancyL.Hagelgans,BarbaraE.Reynolds,SDS,Keith
Schwingendorf,DragaVidakovic,EdDubinsky,MazenShahin,G.JosephWimbish,Jr.
38. ModelsThatWork:CaseStudiesinEffectiveUndergraduateMathematicsPrograms,AlanC.Tucker,Editor.
39. Calculus:TheDynamicsofChange,CUPMSubcommitteeonCalculusReformandtheFirstTwoYears,A.WayneRoberts,
Editor.
40. VitaMathematica:HistoricalResearchandIntegrationwithTeaching,RonaldCalinger,Editor.
41. GeometryTurnedOn:DynamicSoftwareinLearning,Teaching,andResearch,JamesR.KingandDorisSchattschneider,
Editors.
42. ResourcesforTeachingLinearAlgebra,DavidCarlson,CharlesR.Johnson,DavidC.Lay,A.DuanePorter,AnnE.Watkins,
WilliamWatkins,Editors.
43. StudentAssessmentinCalculus:AReportoftheNSFWorkingGrouponAssessmentinCalculus,AlanSchoenfeld,Editor.
44. ReadingsinCooperativeLearningforUndergraduateMathematics,EdDubinsky,DavidMathews,andBarbaraE.Reynolds,
Editors.
45. ConfrontingtheCoreCurriculum:ConsideringChangeintheUndergraduateMathematicsMajor,JohnA.Dossey,Editor.
46. WomeninMathematics:ScalingtheHeights,DeborahNolan,Editor.
47. ExemplaryProgramsinIntroductoryCollegeMathematics:InnovativeProgramsUsingTechnology,SusanLenker,Editor.
48. WritingintheTeachingandLearningofMathematics,JohnMeierandThomasRishel.
49. AssessmentPracticesinUndergraduateMathematics,BonnieGold,Editor.
50. RevolutionsinDifferentialEquations:ExploringODEswithModernTechnology,MichaelJ.Kallaher,Editor.
51. UsingHistorytoTeachMathematics:AnInternationalPerspective,VictorJ.Katz,Editor.
52. TeachingStatistics:ResourcesforUndergraduateInstructors,ThomasL.Moore,Editor.
53. GeometryatWork:PapersinAppliedGeometry,CatherineA.Gorini,Editor.
54. TeachingFirst:AGuideforNewMathematicians,ThomasW.Rishel.
55. Cooperative Learning in Undergraduate Mathematics: Issues That Matter and Strategies That Work, Elizabeth C. Rogers,
BarbaraE.Reynolds,NeilA.Davidson,andAnthonyD.Thomas,Editors.
56. ChangingCalculus:AReportonEvaluationEffortsandNationalImpactfrom1988to1998,SusanL.Ganter.
57. LearningtoTeachandTeachingtoLearnMathematics:ResourcesforProfessionalDevelopment,MatthewDelongandDale
Winter.
58. Fractals,Graphics,andMathematicsEducation,BenoitMandelbrotandMichaelFrame,Editors.
59. Linear Algebra Gems: Assets for Undergraduate Mathematics, David Carlson, Charles R. Johnson, David C. Lay, and A.
DuanePorter,Editors.
60. InnovationsinTeachingAbstractAlgebra,AllenC.HibbardandEllenJ.Maycock,Editors.
61. ChangingCoreMathematics,ChrisArneyandDonaldSmall,Editors.
62. AchievingQuantitativeLiteracy:AnUrgentChallengeforHigherEducation,LynnArthurSteen.
64. LeadingtheMathematicalSciencesDepartment:AResourceforChairs,TinaH.Straley,MarciaP.Sward,andJonW.Scott,
Editors.
65. InnovationsinTeachingStatistics,JoanB.Garfield,Editor.
66. MathematicsinServicetotheCommunity:Conceptsandmodelsforservice-learninginthemathematicalsciences,Charles
R.Hadlock,Editor.
67. InnovativeApproachestoUndergraduateMathematicsCoursesBeyondCalculus,RichardJ.Maher,Editor.
68. FromCalculustoComputers:Usingthelast200yearsofmathematicshistoryintheclassroom,AmyShell-GellaschandDick
Jardine,Editors.
69. AFreshStartforCollegiateMathematics:RethinkingtheCoursesbelowCalculus,NancyBaxterHastings,Editor.
70. CurrentPracticesinQuantitativeLiteracy,RickGillman,Editor.
71. WarStoriesfromAppliedMath:UndergraduateConsultancyProjects,RobertFraga,Editor.
72. HandsOnHistory:AResourceforTeachingMathematics,AmyShell-Gellasch,Editor.
73. Making the Connection: Research and Teaching in Undergraduate Mathematics Education, Marilyn P. Carlson and Chris
Rasmussen,Editors.
74. ResourcesforTeachingDiscreteMathematics:ClassroomProjects,HistoryModules,andArticles,BrianHopkins,Editor.
75. TheMooreMethod:APathwaytoLearner-CenteredInstruction,CharlesA.Coppin,W.TedMahavier,E.LeeMay,andG.
EdgarParker.
76. TheBeautyofFractals:SixDifferentViews,DennyGulickandJonScott,Editors.
77. Mathematical Time Capsules: Historical Modules for the Mathematics Classroom, Dick Jardine and Amy Shell-Gellasch,
Editors.
78. RecentDevelopmentsonIntroducingaHistoricalDimensioninMathematicsEducation,VictorJ.KatzandCostasTzanakis,
Editors.
79. TeachingMathematicswithClassroomVoting:WithandWithoutClickers,KellyClineandHollyZullo,Editors.
80. ResourcesforPreparingMiddleSchoolMathematicsTeachers,CherylBeaver,LaurieBurton,MariaFung,andKlayKruczek,
Editors.
81. UndergraduateMathematicsfortheLifeSciences:Models,Processes,andDirections,GlennLedder,JennaP.Carpenter,and
TimothyD.Comar,Editors.
82. ApplicationsofMathematicsinEconomics,WarrenPage,Editor.
83. DoingtheScholarshipofTeachingandLearninginMathematics,JacquelineM.DewarandCurtisD.Bennett,Editors.
84. InsightsandRecommendationsfromtheMAANationalStudyofCollegeCalculus,DavidBressoud,VilmaMesa,andChris
Rasmussen,Editors.
85. BeyondLecture:ResourcesandPedagogicalTechniquesforEnhancingtheTeachingofProof-WritingAcrosstheCurriculum,
RachelSchwell,AlizaSteurerandJenniferF.Vasquez,Editors.
86. UsingthePhilosophyofMathematicsinTeachingUndergraduateMathematics,BonnieGold,CarlE.Behrens,andRogerA.
Simons,Editors.
87. TheCoursesofHistory:IdeasforDevelopingaHistoryofMathematicsCourse,AmyShell-GellaschandDickJardine,Editors.
88. Shifting Contexts, Stable Core: Advancing Quantitative Literacy in Higher Education, Luke Tunstall, Gizem Karaali, and
VictorPiercey,Editors.
89. MAA Instructional Practices Guide, Martha L. Abell, Linda Braddy, Doug Ensley, Lewis Ludwig, Hortensia Soto, Project
LeadershipTeam.
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Dedication
InmemoryofCarenDiefenderfer,amuchlovedandadmiredteacherandscholar.
Caren was distinguished not only for her outstanding achievements as a faculty
member but also for her gentleness, generosity, modesty, and incredible care and
consideration in interactions with the many whose lives she touched. She is an
inspirationtoallofus—optimistic,encouraging,caring,andguiding.

Foreword
Considering Quantitative Literacy in the Context of Dewey, Data,
and the Ever-shifting Landscape of a Democratic Society
Susan L. Ganter
Embry-Riddle Aeronautical University
As societies become more complex in structure and resources, the need of formal or intentional teaching
and learning increases. As formal teaching and training grow in extent, there is a danger of creating an
undesirablesplitbetweentheexperiencegainedinmoredirectassociationsandwhatisacquiredinschool.
Thisdangerwasnevergreaterthanatthepresenttime,onaccountoftherapidgrowthinthelastfewcenturies
ofknowledgeandtechnicalmodesofskill. —JohnDewey,1916
The purpose and substance of a foreword is defined as a discussion about the relationship of the author to the story
thebooktells [11].Myinteractionwith thestoryofquantitativeliteracy(QL)beganin1998,whenLynn Steen and
Bob Orrill asked me to participate in a design team they were forming as part of the work of the National Council
on Education and the Disciplines (NCED). The purpose of the design team was to discuss and develop a working
definitionforQL,inlightofSteenandOrrill’srecentworkinWhyNumbersCount[9].
The design team first met in early 1998 and quickly realized the complexity of the task that had been assigned.
BecauseQLasanacademicsubjectwasnew,conversationsturnedtohistoricalcontextsthatwouldsupportthedevel-
opmentofadefinitionforQL.Amongmanyothers,theworksofJohnDeweyservedasarichsourceofinformation
andinspirationforourattempttodefineQLinaconciseway.Specifically,DeweyurgedAmericansoftheearly20th
centurytorememberthatchangeisalwaysmoreprominentthanthestatusquo,implyingthatourinterpretationoflit-
eracymustconstantlyevolve,thatthis“istheneedofahumannatureandofasocietythatarethemselvesinprocessof
constantchange”[4,8].Infact,Deweysaid,theverysuccessofourdemocraticsocietyisdependentuponindividual
citizenswhocan“thinkforthemselves,”“judgeindependently,”andgenerallybeabletotellthedifferencebetween
goodandbadinformation[4,8].
Whilethedifficultyofthetaskathandonlyincreasedasthedesignteammovedforward,theprofoundimportanceof
theworkwouldnotallowforanythinglessthancompletecommitment.Even20yearsago,intheinfancyoftheinternet
andaworldwidesuperhighwayofinformation,italreadywasincreasinglyclearthatthemagnitudeofinformationat
our fingertips would only continue to increase. “[W]e are drowning in data, and there is unimaginably more on the
way”[1,p.4].Nomorewilldatabeclarifiedandinterpretedforusbyaninformedelite—everyindividualwillhave
direct access to the information they desire. And with that information comes an increasing responsibility to ensure
thateverycitizenhasthetoolstounderstandandinterpretthemanyimplicationsofthesedataontheirdecision-making
andwell-being.
Theresponsetothisurgentdemand—andtheresultofmanyhoursofdiscussionamongthedesignteamandothers—
wasMathematicsandDemocracy[8],acollaborativecollectionofwritingsledbyLynnSteenandintroducedbythe
designteam’snarrative“TheCaseforQuantitativeLiteracy”[10].Inlieuofaseemingly-unattainabledefinition,the
design team chose instead to focus on elements, expressions, skills, and challenges of QL. In this way, the opening
chapter could set the stage for a new way of thinking about quantitative information through ideas such as cultural
appreciation,interpretingdata,logicalthinking,anddecision-making.Mathematicsincontextwashighly-emphasized,
ix