Date of Graduation
12-2018
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Mathematics (PhD)
Degree Level
Graduate
Department
Mathematical Sciences
Advisor/Mentor
Madison, Bernard L.
Committee Member
Hovermill, Jeffrey A.
Second Committee Member
Dingman, Shannon W.
Third Committee Member
Kent, Laura B.
Keywords
Habit of Mind; Qualitative Research; Quantitative Literacy; Quantitative Reasoning; Undergraduate Mathematics
Abstract
Quantitative literacy and its role in a democratic society are emerging topics of concern to mathematics educators throughout the world. Undergraduate courses in Quantitative Reasoning (QR) are a recent addition to the growing list of resources aimed at remedying quantitative illiteracy in America. Students were interviewed after completing three different undergraduate QR courses. A qualitative analysis of the interviews as well as course texts identified opportunities and hindrances for students in developing a habit of mind toward QR, how students apply a habit of mind, and obstacles students faced in developing a habit of mind.
Citation
Deville, D. L. (2018). Identifying Opportunities that Promote a Habit of Mind in the Quantitative Reasoning Classroom.. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/3049
