A quantitative literacy course for humanities and law students: the challenges of a context-based curriculum

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dc.contributor.authorFrith, Veraen_ZA
dc.date.accessioned2014-10-28T14:02:09Z
dc.date.available2014-10-28T14:02:09Z
dc.date.issued2012en_ZA
dc.description.abstractThis article examines some aspects of the effectiveness of a first-year course in quantitative literacy for Humanities and Law students at a South African university. This intervention is necessary to assist students in developing the appropriate quantitative competencies because there is an articulation gap between the quantitative literacy of many first-year students and the demands of their curriculum in this regard. Interventions of this kind should be integrated into the disciplinary curriculum to as great an extent as possible, primarily because quantitative literacy is a practice embedded in the disciplinary practices. Tensions involved in attempting this integration limit the course's effectiveness and are to a large extent due to the conflicting demands on students of both the disciplinary discourses and the mathematical and statistical content. The intervention could be enhanced by being more explicit in clarifying the distinctions between the disciplinary contexts and the mathematical and statistical content, as well as by making more explicit the expectations in terms of student learning and performance in assessments.en_ZA
dc.identifier.apacitationFrith, V. (2012). A quantitative literacy course for humanities and law students: the challenges of a context-based curriculum. <i>Perspectives in Education</i>, http://hdl.handle.net/11427/8835en_ZA
dc.identifier.chicagocitationFrith, Vera "A quantitative literacy course for humanities and law students: the challenges of a context-based curriculum." <i>Perspectives in Education</i> (2012) http://hdl.handle.net/11427/8835en_ZA
dc.identifier.citationFrith, V. 2012. A quantitative literacy course for humanities and law students: the challenges of a context-based curriculum. Perspectives in Education.en_ZA
dc.identifier.issn0258-2236en_ZA
dc.identifier.ris TY - Journal Article AU - Frith, Vera AB - This article examines some aspects of the effectiveness of a first-year course in quantitative literacy for Humanities and Law students at a South African university. This intervention is necessary to assist students in developing the appropriate quantitative competencies because there is an articulation gap between the quantitative literacy of many first-year students and the demands of their curriculum in this regard. Interventions of this kind should be integrated into the disciplinary curriculum to as great an extent as possible, primarily because quantitative literacy is a practice embedded in the disciplinary practices. Tensions involved in attempting this integration limit the course's effectiveness and are to a large extent due to the conflicting demands on students of both the disciplinary discourses and the mathematical and statistical content. The intervention could be enhanced by being more explicit in clarifying the distinctions between the disciplinary contexts and the mathematical and statistical content, as well as by making more explicit the expectations in terms of student learning and performance in assessments. DA - 2012 DB - OpenUCT DP - University of Cape Town J1 - Perspectives in Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2012 SM - 0258-2236 T1 - A quantitative literacy course for humanities and law students: the challenges of a context-based curriculum TI - A quantitative literacy course for humanities and law students: the challenges of a context-based curriculum UR - http://hdl.handle.net/11427/8835 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8835
dc.identifier.vancouvercitationFrith V. A quantitative literacy course for humanities and law students: the challenges of a context-based curriculum. Perspectives in Education. 2012; http://hdl.handle.net/11427/8835.en_ZA
dc.language.isoengen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.publisher.departmentAcademic Development Programme (ADP)en_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.rights.urihttp://www.perspectives-in-education.com/pages.aspx?PID=1en_ZA
dc.sourcePerspectives in Educationen_ZA
dc.titleA quantitative literacy course for humanities and law students: the challenges of a context-based curriculumen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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