Volume 10, Issue 2 (2017)
Editorial
Articles
Numeracy Across the Curriculum in Australian Schools: Teacher Education Students’ and Practicing Teachers’ Views and Understandings of Numeracy
Helen J. Forgasz, Gilah Leder, and Jennifer Hall
Preliminary Evaluation of the Psychometric Quality of HEIghtenTM Quantitative Literacy
Katrina C. Roohr, HyeSun Lee, Jun Xu, Ou Lydia Liu, and Zhen Wang
Clinician Numeracy: Use of the Medical Interpretation and Numeracy Test in Foundation Trainee Doctors
Anne A. Taylor and Lucie M. Byrne-Davis
Measuring Numeracy in a Community College Context: Assessing the Reliability of the Subjective Numeracy Scale
Kate S. Wolfe and Sarah L. Hoiland
Using Visual Analogies To Teach Introductory Statistical Concepts
Jessica S. Ancker and Melissa D. Begg
Notes
Statistics Education for Undergraduate Sociology Majors: Survey Findings across Institutions
Natalie M. Delia Deckard
Figures and First Years: An Analysis of Calculus Students' Use of Figures in Technical Reports
Nathan J. Antonacci, Michael Rogers, Thomas J. Pfaff, and Jason G. Hamilton
Quantitative Literacy in the Affective Domain: Computational Geology Students’ Reactions to Devlin’s The Math Instinct
Victor J. Ricchezza and H. L. Vacher
Discussions and Replies
Book Reviews
Learning to Think Slower: Review of Thinking, Fast and Slow by Daniel Kahneman (2011)
Samuel L. Tunstall and Patrick N. Beymer
Column
Parts of the Whole: Why I Teach This Subject This Way
Dorothy Wallace
- Editor
- H. L. (Len) Vacher, University of South Florida
- Editor
- Dorothy I. Wallace, Dartmouth College
- Editor
- Nathan D. Grawe, Carleton College
- Book Review Editor
- Michael T. Catalano, Dakota Wesleyan University
