A quantitative literacy course for Humanities and Law students: the challenges of a context-based curriculum

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dc.contributor.authorFrith, Vera
dc.date.accessioned2016-07-21T05:46:58Z
dc.date.available2016-07-21T05:46:58Z
dc.date.issued2012
dc.description.abstractThis article examines some aspects of the effectiveness of a first-year course in quantitative literacy for Humanities and Law students at a South African university. This intervention is necessary to assist students in developing the appropriate quantitative competencies because there is an articulation gap between the quantitative literacy of many first-year students and the demands of their curriculum in this regard. Interventions of this kind should be integrated into the disciplinary curriculum to as great an extent as possible, primarily because quantitative literacy is a practice embedded in the disciplinary practices. Tensions involved in attempting this integration limit the course’s effectiveness and are to a large extent due to the conflicting demands on students of both the disciplinary discourses and the mathematical and statistical content. The intervention could be enhanced by being more explicit in clarifying the distinctions between the disciplinary contexts and the mathematical and statistical content, as well as by making more explicit the expectations in terms of student learning and performance in assessments.en_ZA
dc.description.versionPublisher's versionen_ZA
dc.identifier.citationFrith, V. (2012). A quantitative literacy course for Humanities and Law students: the challenges of a context-based curriculum. Perspectives in Education, 30(2), 41-49.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/3543
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA
dc.subjectQuantitative literacyen_ZA
dc.subjectNumeracyen_ZA
dc.subjectQuantitative literacy courseen_ZA
dc.subjectCurriculumen_ZA
dc.subjectHigher educationen_ZA
dc.subjectHumanitiesen_ZA
dc.subjectLawen_ZA
dc.subjectDisciplinary discourseen_ZA
dc.subjectQuantitative literacy practiceen_ZA
dc.subjectMathematical contenten_ZA
dc.titleA quantitative literacy course for Humanities and Law students: the challenges of a context-based curriculumen_ZA
dc.typeArticleen_ZA
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PiE 2012 Volume 30 Issue 2