Response 1: Quantitative Reasoning in Stem Disciplines
Document Type
Contribution to Book
Publication Date
1-8-2016
Publication Title
Reconceptualizing STEM Education: The Central Role of Practices
DOI
https://doi.org/10.4324/9781315700328
ISBN
9781315700328
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 defined in this project.
Recommended Citation
Mayes, Robert.
2016.
"Response 1: Quantitative Reasoning in Stem Disciplines."
Reconceptualizing STEM Education: The Central Role of Practices (1st), N. Lederman, Richard A. Duschl, and Amber S. Bismack (Ed.) New York: Routledge/Taylor Francis Group.
doi: https://doi.org/10.4324/9781315700328 source: https://www.taylorfrancis.com/books/edit/10.4324/9781315700328/reconceptualizing-stem-education-richard-duschl-amber-bismack isbn: 9781315700328
https://digitalcommons.georgiasouthern.edu/teach-secondary-facpubs/42
