Keywords
quantitative reasoning, differential equations, faculty development, numeracy infusion, real-life data, logistic population growth, problem-solving skills
Abstract
This research centers on implementing Quantitative Reasoning (QR) within a differential equations course at an urban public community college. As a participant in the Numeracy Infusion for College Educators (NICE) faculty development program, I sought to integrate QR skills into my curriculum. Students in the course were introduced to QR goals using real-world data sets, particularly those related to population growth, which aim to enhance their understanding, sharpen their problem-solving abilities, and cultivate a positive perspective on the real-world relevance of mathematics. Preliminary findings indicate varied levels of QR skill development among students. These results underscore the potential benefits of infusing QR into mathematics courses and provide insights for educators looking to adopt similar strategies in their teaching.
DOI
https://doi.org/10.5038/1936-4660.17.1.1445
Recommended Citation
Prince, Tanvir. "Infusing Quantitative Reasoning Skills into a Differential Equation Class in an Urban Public Community College." Numeracy 17, Iss. 1 (2024): Article 3. DOI: https://doi.org/10.5038/1936-4660.17.1.1445
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Higher Education Commons, Ordinary Differential Equations and Applied Dynamics Commons
