2/7/20 Outline • Quantitative Quantitative Reasoning + Skills Reasoning (QR): what + why • Challenges New Faculty Winter Workshop 2019 • Teaching Strategies Lin Winton, Quantitative Resource Center • Resources Quantitative Resource Center 4 th floor Library, East Wing 1 2 Quantitative Reasoning… Quantitative Reasoning Encounters • Quantitative The goal of the QRE requirement is to increase students’ appreciation for the power of QR and to enhance their ability to evaluate, construct, and communicate arguments Reasoning (QR): using quantitative information. There is a There is a 1 what + why 90% chance in 10 chance Upon completion of the liberal arts requirements, all Carleton students should: you won’t you’ll get • Challenges 1. Possess the habit of mind to consider what numerical evidence might add to the analysis of a problem; get sick. sick. 2. Be able to identify appropriate quantitative or numerical evidence to address a given • Teaching Strategies question; 3. Be able to locate or collect data; • Resources 4. Properly interpret numerical evidence (e.g., recognize the difference between association and causation); 1. Is rhetorical 5. Recognize the limitations of methods and sources used; 2. Requires quantitative skills 6. Effectively communicate quantitative arguments. 3. Facilitates precision and nuance A course designated as a "QR encounter" will include at least one substantial assignment or 4. Can be simple or sophisticated module designed to enhance students’ QR skills in at least 1 of the 6 learning goals. 5. Develops separately from math https://apps.carleton.edu/academics/liberalarts/requirements/#qre 3 4 1
2/7/20 Quantitative Reasoning Example QR challenges 1. Is rhetorical Quantitative Reasoning 2. Requires quantitative skills Quantitative 3. Facilitates precision Communication Skills and nuance 4. Can be simple or Problem-Solving sophisticated Reading Strategies 5. Develops separately from math Mathematics Writing Content https://www.wunderground.com/forecast/us/mn/Minneapolis, accessed 2019.11.26 5 6 QS challenges Quantitative Skills • K-12 coursework varies • When a student is struggling with a QR task, it can be difficult to tell where the issue lies • Challenges common to QS 1. What is the unknown? What students say What students mean 2. What are the knowns? “When am I ever going to use this?” I am not making any connections to prior knowledge. 3. What is the connection? “I’m not a math person.” You can’t get better at this with practice. “That’s not what my teacher wants.” This is arbitrary, and I need to Example: memorize it. • Growth mindset + equity Dweck, C. (2006). Mindset : the new psychology of success (1st Pólya, G. (1957). How to solve it : a new aspect of mathematical edition.). New York: Random House. method . Princeton, N.J: Princeton University Press. 7 8 2
2/7/20 Developing a “habit of mind” Developing a “habit of mind” • 4 questions we can put on assignments, include in discussions • Across disciplines, within disciplines 1. How were the terms defined? 1. How were the terms defined? 2. Compared to what? 2. Compared to what? 3. Controlling for what? 3. Controlling for what? 4. What is the impact? 4. What is the impact? QR questions adapted from Neil Lutsky’s Ten Foundational QR Questions Eligon, J. (2019, Dec 3). ‘Who Owns Black Art?’: A Question Resounds at Art https://apps.carleton.edu/quirk/curricular/10questions/ Basel Miami. The New York Times . Retrieved from https://www.nytimes.com 9 10 Developing a “habit of mind” Developing a “habit of mind” ”Women are 68% more likely than men to experience depression in their lifetime.” 21.3% of women experienced depression in their lifetime 12.7% of men experienced depression in their lifetime 1. How were the terms defined? 2. Compared to what? 1. How were the terms defined? 3. Controlling for what? 2. Compared to what? 4. What is the impact? 3. Controlling for what? 4. What is the impact? Levin, D. (2019, Dec 2). The Class of 2000 ‘Could Have Been Anything’. Wolfe, J. (2010). Rhetorical Numbers: A Case for Quantitative Writing in the Composition Slide adapted from Nathan Grawe The New York Times . Retrieved from https://www.nytimes.com Classroom. College Composition and Communication, 61 (3) , 452-475. 11 12 3
2/7/20 Email @Lwinton, http://tinyurl.com/QRCappt Outline What can the QRC help with? • Quantitative Posters, presentations, graphic design: Doug Foxgrover Reasoning (QR): what + why Creating Finding data: Kristin Partlo, Sean Leahy, Audrey Gunn • Challenges Reading Data cleaning, wrangling, R, Tableau: • Teaching Strategies graphs Data Squad • Resources Writing: Writing Center tutors Reading Reading numbers tables Mathematics, Statistics courses: Math Skills Center, CMC computer lab Quantitative skills Quantitative Resource Center 4 th floor Library, East Wing Course-specific help: Prefects, teaching Faculty Peer QR/QS workshops tutors Development assistants, problem-solving facilitators grants 1:1 Class visits collaboration 13 14 4
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