Quantitative Literacy as situated social practice in Higher Education
This paper explores the implicit Quantitative Literacy demands in Higher Education curricula and how this can hinder access for non-traditional students.
||Quantitative literacy, Mathematical practices, Numeracy, Access to Higher Education
International Journal of Learning, Volume 12, Issue 7, pp.227-234.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1.077MB).
Robert Prince is the co-ordinator of the Numeracy Centre in the Faculty of Higher Education Development, University of Cape Town, South Africa. He is interested in the assessment of quantitative literacy within students and interventions to develop appropriate quantitative literacy for students, particularly from disadvantaged backgrounds, in various disciplines and at various levels across the secondary and tertiary curriculum. He is particularly interested in using writing as well as computer-mediated learning to improve students’ quantitative literacy, mathematics and statistics concept acquisition.
Arlene Archer is the co-ordinator of the Writing Centre at the University of Cape Town. She is interested in student access to academic discourse, the changing nature of literacy practices, multimodality, popular culture. she has published in Language and Education, English Studies in Africa, Literacy and Numeracy studies.
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