Response 1: Quantitative reasoning in STEM disciplines

Robert Mayes

doi:10.4324/9781315700328-20

Response 1: Quantitative reasoning in STEM disciplines

Robert Mayes

Middle Grades & Secondary Education

Research output: Contribution to book or proceeding › Chapter › peer-review

1 Scopus citations

Abstract

This response provides brief comments on Quantitative Reasoning (QR) lead chapters (Johnson, this volume; Petrosino, this volume), then offers comments on the Introduction (Duschl et al, this volume). My responses are guided by the research and development conducted through the Pathways Project 1, an NSF supported initiative to develop environmental literacy learning progressions. The Pathways QR team led efforts to incorporate QR into the science learning progressions, culminating in the formation of a QR learning progression. Hence, the response is from the perspective of QR as defi ned in this project.

Original language	English
Title of host publication	Reconceptualizing STEM Education
Subtitle of host publication	The Central Role of Practices
Publisher	Taylor and Francis
Pages	181-188
Number of pages	8
ISBN (Electronic)	9781317458517
ISBN (Print)	9781138901032
DOIs	https://doi.org/10.4324/9781315700328-20
State	Published - Jan 1 2016

Scopus Subject Areas

General Social Sciences

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Response 1: Quantitative reasoning in STEM disciplines

Abstract

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