Keywords
numeracy, quantitatively literacy, quantitative reasoning, COVID-19, learning proficiency, student support
Abstract
Assessment data show substantial learning losses resulting from pandemic-era teaching and learning. While all learning domains have been affected, mathematics performance shows particularly large losses among elementary and secondary school students. Advocates for quantitative reasoning in high schools and colleges should anticipate weaker levels of basic numeracy among entering cohorts for a decade to come. As a consequence, the urgency to reform curricula and student support has never been greater.
DOI
https://doi.org/10.5038/1936-4660.15.1.1413
Recommended Citation
Grawe, Nathan D.. "COVID-19: A Developing Crisis for Quantitative Reasoning." Numeracy 15, Iss. 1 (2022): Article 8. DOI: https://doi.org/10.5038/1936-4660.15.1.1413
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Education Policy Commons, Elementary Education Commons, Higher Education Commons, Science and Mathematics Education Commons, Secondary Education Commons
