Browsing by Author "Lloyd, Pam"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Open Access
    Proportional reasoning as a threshold to numeracy at university: a framework for analysis
    (AOSIS, 2013) Lloyd, Pam; Frith, Vera
    There is a generally acknowledged need for students to be quantitatively literate in an increasingly quantitative world. This includes the ability to reason critically about data in context. We have noted that students experience difficulty with the application of certain mathematical and statistical concepts, which in turn impedes progress in the development of students' critical reasoning ability. One such concept, which has the characteristics of a threshold concept, is that of proportional reasoning. The main focus of this article is a description of the development of a framework using an adapted phenomenographic approach that can be used to describe students' experiences in the acquisition of the concept of comparing quantities in relative terms. The framework has also helped to make explicit the elements that constitute a full understanding of the requirements for the proportional comparison of quantities. Preliminary results from using the framework to analyse students' responses to assessment questions showed that many students were challenged by proportional reasoning. When considering the notion of the liminal space that is occupied en route to a full understanding of a threshold concept, about half of the students in the study were at the preliminal stage of understanding the concept and very few were at the threshold.
  • Thumbnail Image
    Item
    Open Access
    Quantitative Literacy for University students in South Africa
    (2016) Lloyd, Pam; Frith, Vera; Jaftha, Jacob; Rughubar-Reddy, Sheena; Le Roux, Kate
    These activities and exercises are most appropriate for Humanities and Law students, but the contexts used should be of interest to any citizen. The mathematical content covered does not include data analysis, statistics and probability. Understanding these topics is essential for quantitative literacy, but are not included here. Thus these materials do not provide the basis of a complete quantitative literacy course, but cover the work of approximately one semester in a first year programme.