Quantitative Literacy as situated social practice in Higher Education

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dc.contributor.authorPrince, Robert Noelen_ZA
dc.contributor.authorArcher, Arlene Hillaryen_ZA
dc.date.accessioned2014-10-28T14:02:02Z
dc.date.available2014-10-28T14:02:02Z
dc.date.issued2006en_ZA
dc.descriptionReaders must ask for permission from Common Ground Publishing to reproduce this work.en_ZA
dc.description.abstractMathematical literacy' is soon to be introduced as a subject in South African schools. This has generated numerous debates in various educational arenas, such as tertiary institutions and professional bodies. This paper looks at the differences between mathematics and Quantitative Literacy (QL) and examines the implicit QL demands and conventionalized QL practices in Higher Education curricula. Although certain practices are highly valued, they are not necessarily explicitly taught to students, especially those from non-dominant or disadvantaged positions in the power structures of the university and the society. This paper explores ways in which the implicit Quantitative Literacy demands can be made explicit and can be used to provide a rich environment to facilitate mathematical and statistical concept acquisition. We look at conventionalized practices in academic disciplines (focusing our analysis on the use of charts) and propose a number of principles of curriculum design.en_ZA
dc.identifier.apacitationPrince, R. N., & Archer, A. H. (2006). Quantitative Literacy as situated social practice in Higher Education. <i>International Journal of Learning</i>, http://hdl.handle.net/11427/8831en_ZA
dc.identifier.chicagocitationPrince, Robert Noel, and Arlene Hillary Archer "Quantitative Literacy as situated social practice in Higher Education." <i>International Journal of Learning</i> (2006) http://hdl.handle.net/11427/8831en_ZA
dc.identifier.citationPrince, R., Archer, A. 2006. Quantitative Literacy as situated social practice in Higher Education. International Journal of Learning.en_ZA
dc.identifier.issn1447-9494en_ZA
dc.identifier.ris TY - Journal Article AU - Prince, Robert Noel AU - Archer, Arlene Hillary AB - Mathematical literacy' is soon to be introduced as a subject in South African schools. This has generated numerous debates in various educational arenas, such as tertiary institutions and professional bodies. This paper looks at the differences between mathematics and Quantitative Literacy (QL) and examines the implicit QL demands and conventionalized QL practices in Higher Education curricula. Although certain practices are highly valued, they are not necessarily explicitly taught to students, especially those from non-dominant or disadvantaged positions in the power structures of the university and the society. This paper explores ways in which the implicit Quantitative Literacy demands can be made explicit and can be used to provide a rich environment to facilitate mathematical and statistical concept acquisition. We look at conventionalized practices in academic disciplines (focusing our analysis on the use of charts) and propose a number of principles of curriculum design. DA - 2006 DB - OpenUCT DP - University of Cape Town J1 - International Journal of Learning KW - quantitative literacy KW - mathematical practices KW - numeracy KW - access to Higher Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2006 SM - 1447-9494 T1 - Quantitative Literacy as situated social practice in Higher Education TI - Quantitative Literacy as situated social practice in Higher Education UR - http://hdl.handle.net/11427/8831 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8831
dc.identifier.vancouvercitationPrince RN, Archer AH. Quantitative Literacy as situated social practice in Higher Education. International Journal of Learning. 2006; http://hdl.handle.net/11427/8831.en_ZA
dc.language.isoengen_ZA
dc.publisherCommon Ground Publishingen_ZA
dc.publisher.departmentAcademic Development Programme (ADP)en_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceInternational Journal of Learningen_ZA
dc.source.urihttp://ijh.cgpublisher.com/product/pub.30/prod.787en_ZA
dc.subjectquantitative literacyen_ZA
dc.subjectmathematical practicesen_ZA
dc.subjectnumeracyen_ZA
dc.subjectaccess to Higher Educationen_ZA
dc.titleQuantitative Literacy as situated social practice in Higher Educationen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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