Keywords
Mathematics, Democracy, quantitative literacy, K-12 education
Abstract
Two independent reflections by early proponents of quantitative literacy connect today's numeracy initiative with its origin in concern about school tests, its impact on students today, and the challenges of democracy. Even as interest in QL grows in many places, evidence of need also grows. Moreover, well-meaning programs with other goals—especially at the K-12 level—often channel education in directions that fail to advance numeracy. Examples show that both students and teachers are enthusiastic when offered QL opportunities, but that individual beliefs and public decisions often belie the goals of QL.
DOI
http://dx.doi.org/10.5038/1936-4660.4.1.1
Recommended Citation
Steen, Lynn A., and Bernard L. Madison. "Reflections on the Tenth Anniversary of Mathematics and Democracy." Numeracy 4, Iss. 1 (2011): Article 1. DOI: http://dx.doi.org/10.5038/1936-4660.4.1.1
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