quantitative literacy, numeracy, general education, post-secondary education, curriculum
In this paper, we describe the process at Michigan State University whereby we have created two courses, Math 101 and 102, designed to foster numeracy and alleviate mathematics anxiety. The courses--which are not sequential--provide a means of satisfying the University's general education requirement without taking college algebra or calculus, among other options. They are context-driven and broken into modules such as "The World and Its People" and "Health and Risk." They have been highly successful thus far, with students providing positive feedback on their interest in the material and the utility they see of it in their daily lives. We include background on the courses' history, their current status, and present and future challenges, ending with suggestions for others as they attempt to implement quantitative literacy courses at their own institution.
Tunstall, Samuel L., Vincent Melfi, Jeffrey Craig, Richard Edwards, Andrew Krause, Bronlyn Wassink, and Victor Piercey. "Quantitative Literacy at Michigan State University, 3: Designing General Education Mathematics Courses." Numeracy 9, Iss. 2 (2016): Article 6. DOI: http://dx.doi.org/10.5038/1936-4622.214.171.124
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