NUMERACY

NUMERACY (NNN) JOURNAL

Numeracy: E-Journal

Numeracy is an open-access, peer-reviewed journal launched in 2008.  Numeracy aims to support education at all levels that integrates quantitative skills across disciplines. The journal seeks evidence-based articles. See Vacher's NECQL and PKAL presentations.

Numeracy Editors

Len Vacher (left) and Dorothy Wallace (right) are editors of Numeracy: Advancing Education in Quantitative Literacy.   Numeracy is published by the National Numeracy Network, supported by the U. of S. Florida Libraries and hosted by the Berkeley Electronic Press™.

2009 Volume 2: Issue 1

• Editorial:  All the More Reason for QR across the Curriculum.   Bernard L. Madison "College mathematics enrollments, although generally increasing, have lagged behind overall college enrollments."

• Confronting Challenges, Overcoming Obstacles: A Conversation about Quantitative Literacy.  Bernard L. Madison and Lynn A. Steen.
  "I teach a course now that is the first real general education course in mathematics on our campus."

• Establishing the Quantitative Thinking Program at Macalester.  David Bressoud   "Money is important. The task was much larger than anyone envisioned.   For those who would seek to create a program in Quantitative Reasoning at their own college or university, my advice would be to first articulate your goals in a language that makes sense for your institution, keep in mind the lessons learned at Colby-Sawyer and Macalester, and remember that an effort like this is only do-able and worthwhile if it is something you care deeply about and enjoy."

• The Case for Infusing Quantitative Literacy into Introductory Geoscience Courses.  Jennifer M. Wenner, Eric M. Baer, Cathryn A. Manduca, R. Heather Macdonald, Samuel Patterson, and Mary Savina.

• Quantitative Literacy on the Web of Science, 2 – Mining the Health Numeracy Literature for Assessment Items. H L. Vacher and Todd Chavez

• Book Review:  Review of The Chicago Guide to Writing about Numbers by Jane E. Miller.  Review by Neil Lutsky.   "Although navigating the book as a whole can be challenging, each of the worlds the reader encounters when doing so offers an abundance of resources. The guidance each chapter provides is spot on."

• Columns: Parts of the Whole: Is Everything Equally Important? Dorothy Wallace.

2008 Volume 1: Issue 2

• Abstracts for Numeracy by Len Vacher (co-editor)

• Quantitative Literacy on the Web of Science, 1: The Bibliography and its Role in the History of this Journal by Len Vacher and Todd Chavez

• Quantitative Literacy Across the Curriculum: A Case Study by Benjamin Steele and Semra Kiliç-Bahi.

• Using Local Data To Advance Quantitative Literacy by Stephen Sweet, Susanne Morgan, and Danette Ifert Johnson

• False Positives and Referral Bias: Content for a Quantitative Literacy Course by  Stuart Boersma and Teri Willard

• Perspectives: Word Problems: Reflections on Embedding Quantitative Literacy in a Calculus Course by Gizem Karaali .

2008 Volume 1: Issue 1

• The Scope of Numeracy by Len Vacher and Dorothy Wallace (co-editors)

• Evolution of Numeracy and the National Numeracy Network by  Bernard L. Madison and Lynn Arthur Steen "In recent years quantitative literacy has received increasing attention, in part because it is most notably lacking and most critically needed." "The interdisciplinary focus of NNN sets it apart, making it an interest of many but a passion of a few, much akin to its cause – quantitative literacy."

• Scientifically Based Research in Q/L: Guidelines for Building a Knowledge Base by Richard Scheaffer

• Teachers Talk: Pressure Points in the K-8 Mathematics Curriculum by Rheinlander, Wallace, Morrison, Ansari, Coch and Williams

• Development of Case Stories by Interviewing Students about their Critical Moments in Science, Math, and Engineering Classes by May et al.

• Perspectives:  Birds–Dead and Deadly: Why Numeracy Needs to Address Social Construction by Joel Best (Author of StatSpotting)   "This paper argues that numeracy education needs to address social construction." "Any serious effort to make students more numerate about those statistics requires coming to terms with this process of social construction." "Social construction poses a challenge for those interested in promoting numeracy. Once we acknowledge that all numbers are products of social activity, we must confront the nature of the social environment in which numbers emerge and circulate. And that means moving numeracy education beyond the confines of teaching calculation and statistical concepts, to address matters of social construction."

• Review of The Triumph of Numbers by I. B. Cohen by H L. Vacher.