Keywords
quantitative reasoning, quantitative literacy, mathematical literacy, critical thinking, mathematics education, higher education, Singapore
Abstract
In Singapore, where primary and secondary students routinely top standardized worldwide mathematics examinations, a paradox emerges: when reaching university, many struggle to apply their skills critically in real-world contexts. This commentary examines the challenges and strategies involved in teaching quantitative reasoning (QR) to mathematically literate students in a top-ranking Singaporean university. While these students arrive well-trained in computation and procedural problem-solving, they often lack confidence and flexibility in ambiguous, data-driven decision-making. This article argues that fostering QR education is crucial not only for Singapore but for education globally, as QR skills underpin evidence-based reasoning within and across disciplines. Such an approach would involve embracing the novelty of QR, cultivating confidence through inquiry-based learning, building skills through authentic problem-solving, and fostering a collaborative environment where communication – perhaps over and above computation – is a core competency.
DOI
https://doi.org/10.5038/1936-4660.18.2.1488
Recommended Citation
Nichols, Rebecca M.. "High Ability, Hidden Gaps: Building Quantitative Reasoning amongst Singapore’s Mathematically Literate." Numeracy 18, Iss. 2 (2025): Article 1. DOI: https://doi.org/10.5038/1936-4660.18.2.1488
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