Date of Graduation
12-2018
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Mathematics (PhD)
Degree Level
Graduate
Department
Mathematical Sciences
Advisor/Mentor
Bernard L. Madison
Committee Member
Jeffrey A. Hovermill
Second Committee Member
Shannon W. Dingman
Third Committee Member
Laura B. Kent
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