Fighting Alternative Facts: Teaching Quantitative Reasoning with Social Issues

Autor/in	Branson, Mark
Titel	Fighting Alternative Facts: Teaching Quantitative Reasoning with Social Issues
Quelle	In: PRIMUS, 29 (2019) 3-4, S.228-243 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2018.1506534
Schlagwörter	Mathematics Instruction; Social Problems; Social Justice; Interdisciplinary Approach; College Mathematics; Mathematics Skills; Nonmajors; Student Projects; Inquiry; Social Development; Student Attitudes; Teaching Methods; Maryland + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Social problem; Soziales Problem; Soziale Gerechtigkeit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schulprojekt; Soziale Entwicklung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Mathematics has a unique and powerful role to play in the teaching of social justice issues. There is substantial quantitative evidence for social injustice, but many citizens lack the quantitative skills to understand that evidence. A course in quantitative literacy is a unique opportunity to provide this quantitative understanding to a wide range of students in a general education context. Quantitative literacy skills provide citizens with the tools they need to critically analyze misinformation and make good decisions about civic issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01