Abstract
This article articulates and operationalizes a framework for investigating the level of quantitative literacy in the United States. Quantitative literacy is defined in terms of mathematical content knowledge, mathematical reasoning, understanding of the social impact and utility of mathematics, understanding the nature and historical development of mathematics, and mathematical disposition‐Data from the Third International Mathematics and Science Study are used to document the level of quantitative literacy in the US. Results suggest that, although students in the US seem to possess an awareness of the usefulness of mathematics and have positive dispositions toward mathematics, they fall short in their understanding of the nature of mathematics and an ability to apply their content knowledge to everyday situations. Suggestions for curriculum and instruction that align with the framework for promoting quantitative literacy are offered.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: 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.