Abstract
Quantitative Reasoning (QR) is essential for today’s students, yet most higher education institutions have not effectively addressed this issue. This study investigates students’ quantitative reasoning in STEM and Non-STEM math pathways using a non-proprietary, NSF grant-funded instrument, the Quantitative Literacy & Reasoning Assessment (QLRA). Participants were students enrolled in at least one college-level math pathway course at a large public institution in the southeastern US. The results showed a significant difference between STEM and Non-STEM students’ QLRA scores, with STEM students (n = 244, M = 27%, SD = 16.21%) scoring, on average, about 6% higher than Non-STEM students (n = 295, M = 21.1%, SD =11.38%). STEM students who were further along in their math sequence, i.e. Pre-calculus/Trigonometry and Calculus I, had a higher QLRA score than those taking the gateway math courses in that pathway. Non-STEM students who took additional math courses also had a higher QLRA score than those in the entry-level math course. However, the students overall had relatively low QR skills (n = 539, M = 23.78%, SD = 14.07%). These results highlight the need for an increased understanding of the math pathways initiative and its relationship with quantitative reasoning. Thoughtful and deliberate scrutiny of curriculum and pedagogy is important in all math pathways as it relates to the development of quantitative reasoning skills.
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
