Title

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

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.

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