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: The Central Role of Practices |
| 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 | |
| State | Published - Jan 8 2016 |
Scopus Subject Areas
- General Social Sciences
Disciplines
- Curriculum and Instruction
- Education
- Educational Methods
Keywords
- Quantitative reasoning
- Response
- Stem disciplines