Launchings

Quantitative Literacy and Teacher Education

David M. Bressoud July, 2008


[1] Bernard L. Madison and Lynn Arthur Steen, editors, Calculation vs. Context: Quantitative Literacy and Its Implications for Teacher Education, Mathematical Association of America, Washington, DC, 2008.

[2] Lynn Arthur Steen, editor, Mathematics and Democracy: The Case for Quantitative Literacy, National Council on Education and the Disciplines, Woodrow Wilson National Fellowship Foundation, 2001. (available from the MAA)

[3] Bernard L. Madison and Lynn Arthur Steen, editors, Quantitative Literacy: Why Numeracy Matters for Schools and Colleges, Mathematical Association of America, Washington, DC, 2003.

[4] Lynn Arthur Steen, Achieving Quantitative Literacy: An Urgent Challenge for Higher Education, MAA Notes #62, Mathematical Association of America, Washington, DC, 2004.

[5] Janet Andersen and Todd Swanson, Understanding Our Quantitative World, Mathematical Association of America, Washington, DC, 2004.

[6] Rick Gillman, editor, Current Practices in Quantitative Literacy, MAA Notes #70, Mathematical Association of America, Washington, DC, 2006.

[7] http://serc.carleton.edu/nnn/


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David Bressoud is DeWitt Wallace Professor of Mathematics at Macalester College in St. Paul, Minnesota, and president-elect of the MAA. You can reach him at bressoud@macalester.edu. This column does not reflect an official position of the MAA.