Quantitative literacy and its role in a democratic society are emerging topics of concern to mathematics educators throughout the world. Undergraduate courses in Quantitative Reasoning (QR) are a recent addition to the growing list of resources aimed at remedying quantitative illiteracy in America. Students were interviewed after completing three different undergraduate QR courses. A qualitative analysis of the interviews as well as course texts identified opportunities and hindrances for students in developing a habit of mind toward QR, how students apply a habit of mind, and obstacles students faced in developing a habit of mind.
","abstract_html":"<p>Quantitative literacy and its role in a democratic society are emerging topics of concern to mathematics educators throughout the world. Undergraduate courses in Quantitative Reasoning (QR) are a recent addition to the growing list of resources aimed at remedying quantitative illiteracy in America. Students were interviewed after completing three different undergraduate QR courses. A qualitative analysis of the interviews as well as course texts identified opportunities and hindrances for students in developing a habit of mind toward QR, how students apply a habit of mind, and obstacles students faced in developing a habit of mind. </p>","abstract_has_math":false,"creators":["Deville, David Lavie"],"institution":null,"degree_name":"Doctor of Philosophy in Mathematics (PhD)","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Hovermill, Jeffrey A.","Dingman, Shannon W."],"advisors":["Madison, Bernard L."],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-12-01T08:00:00Z","date_published":"2018-12-01T08:00:00Z","updated_at":"2026-07-24T00:58:44Z","subjects":["Habit of Mind","Qualitative Research","Quantitative Literacy","Quantitative Reasoning","Undergraduate Mathematics","Higher Education","Science and Mathematics Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.uark.edu/etd/3049","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hovermill, Jeffrey A.","Dingman, Shannon W."]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Madison, Bernard L."]},{"key":"dc:creator","label":"Author","values":["Deville, David Lavie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2018"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-02-06T08:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy in Mathematics (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Habit of Mind","Qualitative Research","Quantitative Literacy","Quantitative Reasoning","Undergraduate Mathematics","Higher Education","Science and Mathematics Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.uark.edu/etd/3049"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Quantitative literacy and its role in a democratic society are emerging topics of concern to mathematics educators throughout the world. Undergraduate courses in Quantitative Reasoning (QR) are a recent addition to the growing list of resources aimed at remedying quantitative illiteracy in America. Students were interviewed after completing three different undergraduate QR courses. A qualitative analysis of the interviews as well as course texts identified opportunities and hindrances for students in developing a habit of mind toward QR, how students apply a habit of mind, and obstacles students faced in developing a habit of mind.
"]},{"key":"dc:title","label":"Title","values":["Identifying Opportunities that Promote a Habit of Mind in the Quantitative Reasoning Classroom."]}]}],"canonical_facts":{"dc:contributor":["Hovermill, Jeffrey A.","Dingman, Shannon W."],"dc:contributor.advisor":["Madison, Bernard L."],"dc:creator":["Deville, David Lavie"],"dc:date":["2018"],"dc:date.available":["2024-02-06T08:00:00Z"],"dc:description.abstract":["Quantitative literacy and its role in a democratic society are emerging topics of concern to mathematics educators throughout the world. Undergraduate courses in Quantitative Reasoning (QR) are a recent addition to the growing list of resources aimed at remedying quantitative illiteracy in America. Students were interviewed after completing three different undergraduate QR courses. A qualitative analysis of the interviews as well as course texts identified opportunities and hindrances for students in developing a habit of mind toward QR, how students apply a habit of mind, and obstacles students faced in developing a habit of mind.
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