Identifying Opportunities that Promote a Habit of Mind in the Quantitative Reasoning Classroom.

<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>

Name thesis:degree_name

Doctor of Philosophy in Mathematics (PhD)

Level thesis:degree_level

Dissertation

Year dc:date.available

2018

Author dc:creator

• Deville, David Lavie

Advisor dc:contributor.advisor

• Madison, Bernard L.

Contributors dc:contributor

• Hovermill, Jeffrey A.
• Dingman, Shannon W.

• Habit of Mind
• Qualitative Research
• Quantitative Literacy
• Quantitative Reasoning
• Undergraduate Mathematics
• Higher Education
• Science and Mathematics Education

Repository record dc:identifier

https://scholarworks.uark.edu/etd/3049

OAI identifier oai:identifier

oai:scholarworks.uark.edu:etd-4599