Keywords
centers, mathematics, quantitative reasoning, support, numeracy, resource
Abstract
The purpose of this editorial is to introduce the quantitative literacy community to the newly published A Handbook for Directors of Quantitative and Mathematics Centers. QMaSCs (pronounced “Q-masks”) can be broadly defined as centers that have supporting students in quantitative fields of study as part of their mission. Some focus only on calculus or mathematics; others concentrate on numeracy or quantitative literacy, and some do all of that. A QMaSC may be embedded in a mathematics department, or part of a learning commons, or a stand-alone center. There are hundreds of these centers in the U.S. The new handbook, which is the outgrowth of a 2013 NSF-sponsored, national workshop attended by 23 QMaSC directors from all quarters of the U.S., is available open access on the USF Scholar Commons and in hard copy from Amazon.com. This editorial by the handbook’s editors provides background and overview of the 20 detailed chapters on center leadership and management; community interactions; staffing, hiring and training; center assessment; and starting a center; and then a collection of ten case studies from research universities, four-year state colleges, liberal arts colleges, and a community college. The editorial ends by pointing out the need and potential benefits of a professional organization for QMaSC directors.
DOI
http://dx.doi.org/10.5038/1936-4660.10.1.2
Recommended Citation
Schuckers, Michael, Mary B. O'Neill, and Grace Coulombe. "Providing Open-Access Know How for Directors of Quantitative and Mathematics Support Centers." Numeracy 10, Iss. 1 (2017): Article 2. DOI: http://dx.doi.org/10.5038/1936-4660.10.1.2
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
