Response 1: Quantitative Reasoning in Stem Disciplines
Contribution to Book
Reconceptualizing STEM Education: The Central Role of Practices
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.
"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: 10.4324/9781315700328 source: https://doi.org/10.4324/9781315700328 isbn: 9781315700328