An Inquiry-Based Quantitative Reasoning Course for Business Students

Piercey, Victor; Militzer, Erin

doi:10.1080/10511970.2016.1251519

Cited by 6 publications

(2 citation statements)

References 12 publications

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“…More recent authors (e.g. Piercey & Militzer, 2017) have suggested to counter-act these misconceptions through inquiry based learning and similar approaches.…”

Section: On the Necessity Of Understandingmentioning

confidence: 99%

High-quality tasks for e-assessment in mathematics

Gallaun

Kruse

Seifert

2022

Teaching Mathematics and Its Applications: An International Journal of the IMA

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This paper is dedicated to e-assessment in mathematics and the development of the corresponding electronic tasks. Due to its electronic nature e-assessment can be used to efficiently provide a huge number of tasks for training. This makes it a valuable tool for large classes, which are typical for mathematics as a service subject. In order to develop good tasks, one can address different aspects, e.g. the randomization of problems under the restriction that they are comparable with regard to fairness, providing open-ended tasks to demonstrate understanding rather than guesses and the handling of errors, i.e. how to cope with mistakes made by students. When it comes to demonstrate understanding, mathematical proofs play a prominent role and we present a way how to transform them to an electronic task in form of a proof puzzle. A further aspect of tasks is their authenticity with regard to today’s work environment, which goes along with the application of specialized software. In this contribution we describe how to deal with each of the mentioned aspects of tasks.

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“…More recent authors (e.g. Piercey & Militzer, 2017) have suggested to counter-act these misconceptions through inquiry based learning and similar approaches.…”

Section: On the Necessity Of Understandingmentioning

confidence: 99%

High-quality tasks for e-assessment in mathematics

Gallaun

Kruse

Seifert

2022

Teaching Mathematics and Its Applications: An International Journal of the IMA

View full text Add to dashboard Cite

show abstract

“…Me har lagt stor vekt på at feil er ein uunnvaerleg del av løysingsprosessen (Boaler, 2015). Det er tydeleg at mange studentar trur at ein skal kunna sjå på eit problem og raskt velja rett formel (sjå òg Piercey og Militzer, 2017, som siterer Muis 2004. Dersom dei ikkje ser løysinga med ein gong, gissar dei.…”

Section: Emnedesign 2019unclassified

Mappevurdering i matematikk: Framsteg eller naudsynt onde?

Schaathun¹

2021

NJSTEME

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Pandemien har i 2020 tvunge mange matematikkførelesarar til å bruka mappevurdering og heimeeksamen i staden for dei tradisjonelle skuleeksamenane med streng kontroll på hjelpemiddel. Dette er kontroverielt når eksamen skal testa rekneferdigheiter. I denne artikkelen vil me vri spørsmålet og sjå på kva matematikkompetansar me kan vurdera gjennom mappeeksamen, og føreslå eit mappevurderingsdesign som dekkjer viktige læringsutbyte som ofte ikkje vert prøvde på eksamen.

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Instructor perspectives on quantitative reasoning for critical citizenship

Foley,

Budhathoki,

Thapa

et al. 2023

ZDM Mathematics Education

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A tertiary course in Quantitative Reasoning (QR) has the potential to develop key practical and intellectual skills for citizenship, such as critical thinking, problem solving, quantitative literacy, and oral and written communication. In this article, we present research conducted on four instructors of such a QR course for students enrolled in a wide variety of nonscience degree programs at a university in the United States. The course used a student-inquiry approach to proportional reasoning, probability, statistical reasoning, and mathematical modeling. The findings are framed by a 5 C model of QR, which entails Critical thinking to link real-world Contexts to mathematical Concepts supported by student Collaboration and QR Competencies. The research addressed the questions of how university instructors support student development of the skills needed for critical citizenship and how this support relates to the 5 C model. We found that three of the four instructors viewed critical thinking as a central goal of the QR course and as supporting citizenship education. All four engaged students in tasks designed to develop a combination of skills associated citizenship, including critical thinking, self-questioning, collaboration, and communication. The discussion addresses such issues as the course’s merits and challenges, student engagement, the relative importance of the five Cs, the importance of instructional autonomy, and recommendations for related professional development and future research.

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An Inquiry-Based Quantitative Reasoning Course for Business Students

Cited by 6 publications

References 12 publications

High-quality tasks for e-assessment in mathematics

High-quality tasks for e-assessment in mathematics

Mappevurdering i matematikk: Framsteg eller naudsynt onde?

Instructor perspectives on quantitative reasoning for critical citizenship

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