Identifying Opportunities that Promote a Habit of Mind in the Quantitative Reasoning Classroom.
Date of Graduation
Doctor of Philosophy in Mathematics (PhD)
Bernard L. Madison
Jeffrey A. Hovermill
Second Committee Member
Shannon W. Dingman
Third Committee Member
Laura B. Kent
Habit of Mind, Qualitative Research, Quantitative Literacy, Quantitative Reasoning, Undergraduate Mathematics
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.
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