Use, Mis-Use, and Missed Use of Quantitative Reasoning in Student Writing Nathan D. Grawe Carleton College With support from the US Department of Education’s.

Use, Mis-Use, and Missed Use Use, Mis-Use, and Missed Use of Quantitative Reasoning in of Quantitative Reasoning in

Student Writing Student Writing

Nathan D. GraweNathan D. GraweCarleton CollegeCarleton College

With support from the US Department of Education’s Fund for the Improvement of Post-With support from the US Department of Education’s Fund for the Improvement of Post-Secondary Education, the National Science Foundation, and the WM Keck Foundation.Secondary Education, the National Science Foundation, and the WM Keck Foundation.

What is QR?What is QR?


The habit of mind to consider the The habit of mind to consider the power and limitations of numerical power and limitations of numerical evidence to address problems in evidence to address problems in public, professional, and personal public, professional, and personal life.life.


Four facets of QR:Four facets of QR:

1) 1) QR requires a QR requires a basic skill setbasic skill set



1) QR requires a 1) QR requires a basic skill setbasic skill set

2) 2) QR demandsQR demands application in context application in context




2) QR demands2) QR demands application in context application in context

3) 3) QR involves QR involves communicationcommunication






““Deploying numbers skillfully is as Deploying numbers skillfully is as important to communication as important to communication as deploying verbs.”deploying verbs.”

-Max Frankel, -Max Frankel, The New The New York Times MagazineYork Times Magazine






““Numbers [are] the principal language Numbers [are] the principal language of public argument.” of public argument.”

-BBC Program -BBC Program More or More or LessLess





3) QR involves 3) QR involves communicationcommunication

4) 4) QR is a QR is a habit of mindhabit of mind

““[QR] is not a discipline but a way of [QR] is not a discipline but a way of thinking….” thinking….” -Lynn -Lynn SteenSteen

Achieving Quantitative LiteracyAchieving Quantitative Literacy


“…“…sophisticated reasoning with sophisticated reasoning with elementary mathematics more than elementary mathematics more than elementary reasoning with elementary reasoning with sophisticated mathematics.”sophisticated mathematics.”

-Lynn Steen-Lynn Steen

Achieving Quantitative LiteracyAchieving Quantitative Literacy

10 Foundational Questions10 Foundational Questions










Fact: Those who work with Fact: Those who work with computers earn 15-20% more than computers earn 15-20% more than others.others.


Other interesting returns:Other interesting returns:

Calculator = 12.8%Calculator = 12.8%

Telephone = 11.4%Telephone = 11.4%

Pencil/Pen = 11.2%Pencil/Pen = 11.2%

Work while sitting = 10.1%Work while sitting = 10.1%





Carleton’s QuIRK InitiativeCarleton’s QuIRK Initiative

• Situate QR in the context of Situate QR in the context of argumentargument

• Look for evidence of QR proficiency Look for evidence of QR proficiency in student papersin student papers

Carleton’s QuIRK InitiativeCarleton’s QuIRK Initiative

• Situate QR in the context of Situate QR in the context of argumentargument

• Look for evidence of QR proficiency Look for evidence of QR proficiency in student papersin student papers

• So what So what areare our students doing with our students doing with QR?QR?

Our Population: The College Our Population: The College Writing PortfolioWriting Portfolio

Sophomore Writing PortfolioSophomore Writing Portfolio

3-5 papers plus reflective essay written 3-5 papers plus reflective essay written in 2 of the 4 college divisions in 2 of the 4 college divisions

-observation-observation

-analysis-analysis

-interpretation-interpretation

-documented sources -documented sources

-thesis-driven argument -thesis-driven argument

Two Types of QR Use in Two Types of QR Use in Student PapersStudent Papers

Central Use:Central Use:

Use of numbers to address a central Use of numbers to address a central question, issue, or themequestion, issue, or theme


Central Use:Central Use:

Use of numbers to address a central Use of numbers to address a central question, issue, or themequestion, issue, or theme

Peripheral Use:Peripheral Use:

Use of numbers to provide useful Use of numbers to provide useful detail, enrich descriptions, present detail, enrich descriptions, present background, or establish frames of background, or establish frames of referencereference


The importance of the periphery:The importance of the periphery:““Even for works that are not inherently Even for works that are not inherently quantitative, one or two numeric facts quantitative, one or two numeric facts can help convey the importance or can help convey the importance or context of your topic.”context of your topic.”

-Jane -Jane Miller Miller

The Chicago Guide to The Chicago Guide to Writing About NumbersWriting About Numbers

Evidence from Student WritingEvidence from Student WritingExcerpt #: 1Excerpt #: 1

Title: “Modeling the Implicit Learning of Title: “Modeling the Implicit Learning of Language Acquisition”Language Acquisition”

Thesis: Even if people aren’t aware of the Thesis: Even if people aren’t aware of the systems undergirding our language, they systems undergirding our language, they implicitly learn the system through implicitly learn the system through experience.experience.


Discussion includes:Discussion includes:• Critical analysis of effect sizeCritical analysis of effect size• Information on central tendency Information on central tendency

(mean (mean and and mode)mode)• Information on extreme scoresInformation on extreme scores


Title: UntitledTitle: Untitled

Thesis: An analysis of the student’s own Thesis: An analysis of the student’s own time allocation informs a particularly time allocation informs a particularly theoretical understanding of the theoretical understanding of the sociological conception of “affluence.”sociological conception of “affluence.”


Where are the numbers?!Where are the numbers?!

Where is the richness of analysis that Where is the richness of analysis that such a dataset affords?such a dataset affords?


Title: UntitledTitle: Untitled

Thesis: A synthesis of 3 alternative Thesis: A synthesis of 3 alternative views on poverty provides a more views on poverty provides a more complete picture than any 1 complete picture than any 1 perspective alone.perspective alone.


Student recognizes the utility of numerical Student recognizes the utility of numerical claims—but doesn’t see the power of the claims—but doesn’t see the power of the actual numbers.actual numbers.

““extremes of the very wealthy, the very extremes of the very wealthy, the very poor…” “highly industrialized…” “patterns poor…” “highly industrialized…” “patterns of distribution…that we have never seen”of distribution…that we have never seen”


Title: “Les Banlieues d’Islam”Title: “Les Banlieues d’Islam”

Thesis: French Muslims struggle to find Thesis: French Muslims struggle to find an acceptable identity. A new “Euro-an acceptable identity. A new “Euro-Islam” may address these complex Islam” may address these complex political and social challenges.political and social challenges.


Uses of data:Uses of data:• CountsCounts• RatiosRatios• PercentagesPercentages

ReferencesReferences

ABC News. February 21, 2007. “Do Libras Live Longer?” ABC News. February 21, 2007. “Do Libras Live Longer?” (http://abcnews.go.com/Technology/story?id=2890150&page=1)(http://abcnews.go.com/Technology/story?id=2890150&page=1)

Bialik, Carl. November 2006. “The Numbers Guy: Grading the Pollsters.” Bialik, Carl. November 2006. “The Numbers Guy: Grading the Pollsters.” Wall Street Wall Street Journal Journal (http://www.mason-dixon.com/public/index.cfm?(http://www.mason-dixon.com/public/index.cfm?FuseAction=PressOffice.Article&ContentRecord_id=f1e66ca1-1372-fa49-99bd-FuseAction=PressOffice.Article&ContentRecord_id=f1e66ca1-1372-fa49-99bd-58f6c5a4e505).58f6c5a4e505).

Brakke, David F. 2003. "Addressing Societal and Workforce Needs," in Brakke, David F. 2003. "Addressing Societal and Workforce Needs," in Quantitative Quantitative Literacy: Why Numeracy Matters for Schools and CollegesLiteracy: Why Numeracy Matters for Schools and Colleges, Bernard L. Madison and Lynn , Bernard L. Madison and Lynn Arthur Steen, eds. Princeton, NJ: National Council on Education and the Disciplines.Arthur Steen, eds. Princeton, NJ: National Council on Education and the Disciplines.

De Lange, Jan. 2001. "Mathematics for Literacy" in De Lange, Jan. 2001. "Mathematics for Literacy" in Mathematics and Democracy: The Mathematics and Democracy: The Case for Quantitative LiteracyCase for Quantitative Literacy, Lynn Arthur Steen, ed. Princeton, NJ: National Council on , Lynn Arthur Steen, ed. Princeton, NJ: National Council on Education and the Disciplines. Education and the Disciplines.

Fishman, Charles. 2006. Fishman, Charles. 2006. The Wal-Mart EffectThe Wal-Mart Effect. New York: The Penguin Press.. New York: The Penguin Press. Frankel, Max. 1995. “Word and Image; Innumercy,” Frankel, Max. 1995. “Word and Image; Innumercy,” New York Times, New York Times, March 5.March 5. Hughes Hallett, Deborah J. 2001. "The Role of Mathematics Courses in the Development Hughes Hallett, Deborah J. 2001. "The Role of Mathematics Courses in the Development

of Quantitative Literacy" in of Quantitative Literacy" in Mathematics and Democracy: The Case for Quantitative Mathematics and Democracy: The Case for Quantitative LiteracyLiteracy, Lynn Arthur Steen, ed. Princeton, NJ: National Council on Education and the , Lynn Arthur Steen, ed. Princeton, NJ: National Council on Education and the Disciplines.Disciplines.

Miller, Jane E. 2004Miller, Jane E. 2004. The Chicago Guide to Writing about Numbers. . The Chicago Guide to Writing about Numbers. Chicago: University Chicago: University of Chicago Press. of Chicago Press.

More or LessMore or Less, British Broadcasting Corporation radio program. Retrieved April 27, 2007, , British Broadcasting Corporation radio program. Retrieved April 27, 2007, from http://news.bbc.co.uk/2/hi/programmes/more_or_less/1628489.stm.from http://news.bbc.co.uk/2/hi/programmes/more_or_less/1628489.stm.

References (Cont.)References (Cont.)

National Council on Education and the Disciplines. 2001. National Council on Education and the Disciplines. 2001. Mathematics and Democracy: The Mathematics and Democracy: The Case for Quantitative LiteracyCase for Quantitative Literacy. Washington DC: Mathematical Association of America.. Washington DC: Mathematical Association of America.

NewsweekNewsweek. November 21, 2005. “How to Beat the Big Energy Chill.” . November 21, 2005. “How to Beat the Big Energy Chill.” (http://www.newsweek.com/id/51208) (http://www.newsweek.com/id/51208)

Newsweek.Newsweek. August 6, 2007. “When Medical Studies Collide: Contradictory Reports? Meta- August 6, 2007. “When Medical Studies Collide: Contradictory Reports? Meta-Analysis May Make Things More Confusing.” Analysis May Make Things More Confusing.”

Nurnberg, H. George; Paula L. Hensley; Julia R. Heiman; Harry A. Croft; Charles Debattista; Nurnberg, H. George; Paula L. Hensley; Julia R. Heiman; Harry A. Croft; Charles Debattista; and Susan Paine. 2008. “Sildenafil Treatment of Women with Antidepressant-Associated and Susan Paine. 2008. “Sildenafil Treatment of Women with Antidepressant-Associated Sexual Dysfunction.” Sexual Dysfunction.” Journal of the American Medical AssociationJournal of the American Medical Association, 300(4): 395-404., 300(4): 395-404.

(http://www.businessweek.com/magazine/content/07_32/b4045052.htm)(http://www.businessweek.com/magazine/content/07_32/b4045052.htm) ReutersReuters. November 26, 2007. “New Poll Shows Clinton Trails Top 2008 Republicans.” . November 26, 2007. “New Poll Shows Clinton Trails Top 2008 Republicans.”

(http://www.reuters.com/article/politicsNews/idUSN2645320920071126)(http://www.reuters.com/article/politicsNews/idUSN2645320920071126) Shafer, Jack. 2005. “Weasel Words Rip My Flesh! Spotting a Bogus Trend Story on Page One Shafer, Jack. 2005. “Weasel Words Rip My Flesh! Spotting a Bogus Trend Story on Page One

of Today’s of Today’s New York Times,New York Times,” ” SlateSlate, September 20., September 20. Steen, Lynn Arthur. 2004. Steen, Lynn Arthur. 2004. Achieving Quantitative Literacy: An Urgent Challenge for Higher Achieving Quantitative Literacy: An Urgent Challenge for Higher

EducationEducation. Washington, DC: Mathematical Association of America.. Washington, DC: Mathematical Association of America. Story, Louise. September 20, 2005. “Many Women at Elite Colleges Set Career Path the Story, Louise. September 20, 2005. “Many Women at Elite Colleges Set Career Path the

Motherhood.”Motherhood.” New York Times New York Times. . Wallis, Claudia. 2007. “Is the Autism Epidemic a Myth,” Wallis, Claudia. 2007. “Is the Autism Epidemic a Myth,” Time,Time, January 12. January 12. WCCO. 2007. “Report: Indians Denied Home Loans More Often,” December 30.WCCO. 2007. “Report: Indians Denied Home Loans More Often,” December 30. Wiggins, Grant. 2001. "'Get Real!': Assessing for Quantitative Literacy" in Wiggins, Grant. 2001. "'Get Real!': Assessing for Quantitative Literacy" in Mathematics and Mathematics and

Democracy: The Case for Quantitative LiteracyDemocracy: The Case for Quantitative Literacy, Lynn Arthur Steen, ed. Princeton, NJ: National , Lynn Arthur Steen, ed. Princeton, NJ: National Council on Education and the Disciplines.Council on Education and the Disciplines.

Use, Mis-Use, and Missed Use of Quantitative Reasoning in Student Writing Nathan D. Grawe Carleton College With support from the US Department of Education’s.

Documents

facets of qr

communication4 qr

evidence of qr proficiency

themetwo types of qr

use of numbers

student paperscentral

themeperipheral use

use of quantitative