The Unique Role of Introductory Geology Courses in Teaching Quantitative Reasoning

Abstract

Quantitative literacy (a basic familiarity with numbers, arithmetic and graphs) and quantitative reasoning (the application of logic to problems and the ability to understand the real-world meaning of numbers and mathematical statements) are end-members of a continuous spectrum of quantitative concepts. Introductory geology courses fall within the center of the spectrum. They deal with a world that is complex and chaotic, irreducible to algorithms. For example, probability is a concept that is essential to reasoning in geology, but it is not commonly expressed numerically. Rather, it is expressed and evaluated by appeal to logical argument. Weighing data and appreciating implications of scale, location and spatial relationships are critical in tackling geology problems, and one could argue that in a cross-curricular quantitative reasoning program these aspects of quantitative reasoning may be best delivered through introductory earth science courses.