Quantitative Literacy and Reasoning of Freshman Students with Different Senior High School Academic Background Pursuing STEM-Related Programs

<p style="text-align: justify;">This paper investigates the quantitative literacy and reasoning (QLR) of freshmen students pursuing a Science, Technology, Engineering, and Mathematics (STEM)–related degree but do not necessarily have a Senior High School (SHS) STEM background. QLR is described as a multi-faceted skill focused on the application of Mathematics and Statistics rather than just a mere mastery of the content domains of these fields. This article compares the QLR performance between STEM and non-STEM SHS graduates. Further, this quantitative-correlational study involves 255 freshman students, of which 115 have non-STEM academic background from the SHS. Results reveal that students with a SHS STEM background had significantly higher QLR performance. Nevertheless, this difference does not cloud the fact that their overall QLR performance marks the lowest when compared to results of similar studies. This paper also shows whether achievement in SHS courses such as General Mathematics, and Statistics and Probability are significant predictors of QLR. Multivariate regression analysis discloses that achievement in the latter significantly relates to QLR. However, the low coefficient of determination (10.30%) suggests that achievement in these courses alone does not account to the students’ QLR. As supported by a deeper investigation of the students’ answers, it is concluded that QLR indeed involves complex processes and is more than just being proficient in Mathematics and Statistics.</p>

Students’ Quantitative Literacy in Solving PISA Problem Based on Gender Differences

Quantitative literacy is an important skill needed by individuals in solving problems with quantitative situations in daily life. Thus, this paper aimed to identify quantitative literacy in solving the PISA problem based on gender differences. This study used descriptive research with a qualitative approach. Research subjects in this study were two tenth-grade students in middle school. They were one male student and one female student who have the similar mathematical ability. Data were collected by giving the Program for International Student Assessment (PISA) problem, especially mathematical literacy, and using the interview method. The research results showed that the quantitative literacy of male student in solving PISA problems is by using fewless symbols to represent time and incomplete algorithms and procedures. In comparison, the quantitative literacy of female student in solving PISA problems is by using a more detailed description, more mathematical operations, and solving the problem according to algorithms and procedures. Furthermore, both students have quantitative literacy aspects, including interpretation, calculation, representation, assumption, analysis, and communication skills. Therefore, the quantitative literacy ability of students can be used as a reference for teachers to determine the modeling activities conducted by students in solving the PISA problem.

The Relationship between Comfort with Writing and Comfort Working with Numbers in STEM

Informed by writer-identity theory explaining links between emotion and identity, this study explores college STEM students’ feelings of comfort pertaining to math literacy, quantitative literacy, writing in STEM, and writing in general. Survey data from STEM majors (N = 134) was analyzed with Spearman rho tests of association. Results indicated that feelings of comfort working with numbers was significantly associated with comfort writing about numbers (rs = .504, p < .001); comfort writing about numbers was significantly associated with comfort writing in STEM (rs = .265, p = .002); and comfort writing in STEM was significantly associated with comfort writing in general (rs = .558, p < .001). This study suggests links between positive emotional experiences, which are implicated in identity performances, of quantitative writing, disciplinary writing, and writing in general. Future research on emotional experience and writer identity across the curriculum and in the disciplines is called for.

Academic and quantitative literacy in higher education: Relationship with cognate school-leaving subjects

Academic and quantitative literacies (AQL) are essential to success in higher education. These literacies are largely not explicitly taught, but acquired indirectly, mostly through practices in various school subjects. The National Benchmark Tests (NBT) Project assesses students’ AQL competencies to assist in identifying students who need support, with placement into appropriate programmes and with curriculum development. We analyse the performance on the NBT AQL test of students who took the school-leaving examinations in Mathematics, Mathematical Literacy, English Home Language and English First Additional Language. We use the subject choice as a representation of the level of a candidate’s quantitative competence and language proficiency respectively, and investigate the relative contributions made by these subject choices to a student’s AQL. Students who paired Mathematics with English as Home Language subject had the statistically significant highest mean AQL score and those who took both English First Additional Language and Mathematical Literacy had the lowest. Language competence has a stronger effect than mathematical competence on AQL. Students who took the subject combination Mathematics and English Home Language at school are better prepared for the academic demands of higher education than their counterparts who took the alternate subjects. Treating these subjects as equivalent to English Home Language and Mathematics for admissions purposes ignores the differences in preparedness of these students.

Quantitative Literacy and Guns

Briggs, William. 2017. How America Got Its Guns: A History of the Gun Violence Crisis; (Albuquerque, University of New Mexico Press). 352 pp. Paperback: ISBN 978-0-8263-5813-4. E-book ISBN 978-0-8263-5814-1. Quantitative literacy and statistics are just two of many disciplines required to understand the problem of gun violence in America. However, it’s also useful to appreciate their limitations in an issue that is so complex.

Lessons from the Pandemic

The COVID-19 pandemic highlights the importance of quantitative literacy--for policy makers and the public at large. While all aspects of numeracy have been shown relevant to the past year, our need for broader statistical literacy appear particularly pressing. Pandemic experiences may motivate greater interest in developing numeracy skills.