Pedagogical Research Grants to Study Correlates of Quantitative Reasoning Proficiency at Carleton
Little research has been done to understand the development of quantitative reasoning proficiency. Are there particular classes which foster QR proficiency? Is a single QR-rich course sufficient or are many QR experiences required for noticeable growth? Are there differences in achievement across demographic groups? None of these questions are well studied.
With support from the National Science Foundation, QuIRK will begin to identify student characteristics that correlate with effective use of QR. If you have ideas for interesting research hypotheses, contact Nathan Grawe (ngrawe@carleton.edu). We expected resulting papers to be submitted to Numeracy, the electronic journal of the National Numeracy Network, or another appropriate venue.