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Quantitative Literacy as situated social practice in Higher Education
Views: 121
- Title: Quantitative Literacy as situated social practice in Higher Education
- Author(s): Robert Noel Prince, Arlene Hillary Archer
- Publisher: Common Ground Research Networks
- Collection: Common Ground Research Networks
- Series: The Learner
- Journal Title: The International Journal of Learning: Annual Review
- Keywords: Quantitative literacy, Mathematical practices, Numeracy, Access to Higher Education
- Volume: 12
- Issue: 7
- Date: July 09, 2006
- ISSN: 1447-9494 (Print)
- ISSN: 1447-9540 (Online)
- DOI: https://doi.org/10.18848/1447-9494/CGP/v12i07/47938
- Citation: Prince, Robert Noel, and Arlene Hillary Archer. 2006. "Quantitative Literacy as situated social practice in Higher Education." The International Journal of Learning: Annual Review 12 (7): 227-234. doi:10.18848/1447-9494/CGP/v12i07/47938.
- Extent: 8 pages
All Rights Reserved
Copyright © 2006, Common Ground Research Networks, All Rights Reserved
Abstract
This paper explores the implicit Quantitative Literacy demands in Higher Education curricula and how this can hinder access for non-traditional students.
