References

• Quantitative Training for Life Science Undergraduates: Fostering Curricular Reform. An NSF-supported project to produce a flexible curriculum of quantitative courses for undergraduate life science students, able to be integrated with the biological courses these students take and utilizing examples from recent biological research. (citation and description)
  
• Reports from the Curriculum Foundations Project, from workshops conducted by The CUPM subcommittee on Calculus Reform and the First Two Years (CRAFTY). The Committee on the Undergraduate Program in Mathematics (CUPM) subcommittee Curriculum Renewal Across the First Two Years (CRAFTY) has gathered input from partner disciplines through a series of eleven workshops held across the country from November 1999 to February 2001. Each workshop produced a report directed to the mathematics community summarizing the workshop's recommendations and conclusions. (citation and description)
  
• Using and Understanding Mathematics - A Quantitative Reasoning Approach, Second Edition. Bennet and Briggs, 2002 Aimed at students majoring in nonmathematical fields--particularly those who feel some anxiety about math--this textbook focuses on the practical applications of mathematics in college, career, and life. (citation and description)
  
• Crossroads in Mathematics: Standards for introductory college mathematics before calculus.. Crossroads in Mathematics: Standards for Introductory College Mathematics Before Calculus has two major goals: to improve mathematics education at two-year colleges and at the lower division of four-year colleges and universities and to encourage more students to study mathematics. (more info)
  
• Numeracy: Imperatives of a Forgotten Goal. Gaal, 1997 (citation and description)
  
• Integrating the Teaching of Quantitative Skills Across the Geology Curriculum in a Department. Macdonald and Bailey, 2000 This article lays out a departmental approach to teaching quantitative skills to all students in the department. Faculty construct a matrix of the desired skills versus the different courses in the curriculum. New activities or assignments can be designed to fill gaps or more efficiently cover the necessary skills. (Full Text Online)
  
• Building the Quantitative Skills of Non-Majors and Majors in Earth and Planetary Science Courses. Macdonald et al, 1998 What support is necessary to help students understand, use, and enjoy mathematics in geoscience courses? This workshop explored the issue of quantitative skills in introductory geoscience curricula in terms of the needs and perspectives of a variety of institutions. (citation and description)
  
• Building Quantitative Skills of Students in Geoscience Courses. Macdonald, Geary et al., 2000 (citation and description)
  
• Building the Quantitative Skill of Non-Majors and Majors in Geoscience Courses. Macdonald, Srogi and Stracher, 1999 (citation and description)
  
• Building the Quantitative Skills of Students in Geoscience Courses. Macdonald, Srogi and Stracher, 2000 (Eds.) This issue of the Journal of Geoscience Education was devoted to articles bearing on the teaching of Quantitative Skills in Undergraduate Geoscience Classes. (citation and description)
  
• Measuring What Counts: A Conceptual Guide for Mathematics Assessment. NRC, 1993 From the Executive Summary: Assessment is a way of measuring what students know and of expressing what students should learn. As the role of mathematics in society has changed, so mathematics education is changing, based on new national standards for curriculum and instruction. Mathematics assessment must also change to ensure consistency with the goals of education. (citation and description)
  
• Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering, and Technology (NSF 96-139). NSF, 1996 This report provides guidelines for more effective use of the investments made by individuals, organizations, and agencies seeking to improve undergraduate education in science, technology, engineering, and mathematics (STEM). (Full Text Online)
  
• Principles and Standards in School Mathematics. Principles and Standards for School Mathematics describes a future in which all students have access to rigorous, high-quality mathematics instruction, including four years of high school mathematics. (more info)
  
• Quantitative Literacy/Reasoning. This portal managed by the University of Colorado, Denver's mathematics department offers information related to quantitative literacy and quantitative reasoning. (more info)
  
• Quantitative Reasoning for College Graduates: A Complement to the Standards. This report outlines standards set forth by the MAA to improve college mathematics education. (more info)
  
• Quantitative Skills Assessment In Geoscience Courses. This website offers a guide to assessing quantitative aspects of geoscience courses. Information on this site is based on a workshop by the National Association of Geoscience Teachers held July 5-9, 2000. (more info)
  
• The Third R in Literacy. Richardson and McCallum, 2003 The authors make the case for incorporating mathematics into the definition of literacy, based on the pervasiveness of quantitative information and the necessity of acting on it. They provide a useful definition of quantitative literacy and then expand on it major themes. (citation and description)
  
• Thinking Quantitatively about Science. Rutherford, 1997 (citation and description)
  
• Mathematics in Physical Geology Textbooks. Shea, 1990 (citation and description)
  
• Why Numbers Count: Quantitative Literacy for Tomorrow's America. Steen, 1997 (citation and description)
  
• Mathematics and Democracy: The Case for Quantitative Literacy. Steen, 2001 (citation and description)
  
• Activities for Enhancing the Quantitative Skills of Earth Science Students. Stracher, 1998 (citation and description)
  
• Special Issue: Enhancing the Quantitative Skills of Earth Science Students. Stracher, 2000 (Ed.) (citation and description)
  
• Supporting Assessment in Undergraduate Mathematics. The Supporting Assessment in Undergraduate Mathematics (SAUM) project provides information on assessment and assessment techniques. (more info)
  
• Varieties of Quantitative Literacy. This website is a short sketch of possible varieties of quantitative literacy based on ideas that emerged from an on-going study of quantitative literacy in different contexts. Authored by Lynn Steen from St. Olaf College, this working draft provides definitions of quantitative literacy terms and links to information related to the terms. (more info)