2018 NNN Meeting Slides

KEYNOTES (2 presentations)

Gail Burrill, Michigan State University.   Quantitative Literacy Should Not Be Optional

Ellen Peters, Ohio State University. Innumeracy in the Lab and in the Wild

PAPERS (33 presentations:  7 papers by MSU faculty; 23 sets of slides submitted)

Ellen Agnello, The University of Connecticut. The Quantitative Literacy Demands of Nonfiction Texts Used in ELA Classrooms

Kathryn Appenzeller, Michigan State University. What Can Cognitive Demand Help Us Learn About QL Tasks?

Hyman Bass, Elena Crosley, and Matthew Dahlgren, University of Michigan. A Mathematics and Social Justice Course: What Could Its Curriculum Be?

Nadia Benakli and Ariane Masuda, New York City College of Technology. Quantitative Reasoning Course: Resources and Challenges

Jeffrey Bennett, Big Kid Science. Quantitative Literacy and Global Warming

David Bowers, Michigan State University. Applying Genre Theory and Žižekian Philosophy to Explore the Possible Evolution of Quantitative Reasoning

Matt Brown, Earlham College. Quantitative Assessment for New Students: Effectively Measuring QL Across the Curriculum

Michael Catalano, Dakota Wesleyan University. Using the Gini Coefficient and Other Measures of Inequality in a Quantitative Literacy Context

Meghan Cook and Victor J. Ricchezza, University of South Florida. Quantitative Literacy (QL) and Numeracy: A Discipline-Based Education Research Perspective from the Geosciences

Jeffrey Craig, University of Arizona. The Promises of Numeracy and the Potential to Overpromise

David Deville, Northern Arizona University. QL Conceptualization—From Theory to Classroom

Ander Erickson, UW Tacoma. Building Information Literacy Practices into Numeracy Instruction: A Student-Centered Investigation into College Access

Greg Foley, Ohio University. Quantitative Reasoning for High School Juniors and Seniors

Kate Follette, Amherst College. The Quantitative Reasoning for College Science (QuaRCS) Assessment: Emerging Themes from 5 Years of Data

Maria Fung, Worcester State University. Collaborative Quantitative Literacy Projects in an Intermediate Macroeconomics course and in a First-Year Seminar at Worcester State University

Nathan Grawe, Carleton College, and Michael Catalano, Dakota Wesleyan University. How to Write papers for Numeracy: An Editor’s Perspective

Sarah L. Hoiland and Felipe Pimentel, Hostos Community College. Toward an Integrated and Collaborative QR Teaching Model in SOC 101

Mark D. Isaacson, Augsburg University. Data Literacy—A Part of the QL Puzzle or Raising the Bar?

Charissa Jefferson, California State University-Northridge, Diego Mendez-Carbajo, Illinois Wesleyan University, Katrina Stierholz, Federal Reserve Bank . Learning Data Science at the Library: Lesson Plans on Data Literacy Skills

McKenzie Lamb, Ripon College. An Inclusive Framework for QR

May Lee, Elizabeth Schultheis, and Melissa Kjelvik, Michigan State University. Using Data Nuggets to Facilitate Quantitative Reasoning in Science

Becky Matz, Nicholas Rekuski, and Rachael Lund, Michigan State University. Assessing Perceived Ability and Attitude in a Quantitative Literacy Course

Vincent Melfi, Gabriel Ording, and Luke Tunstall, Michigan State University . Quantitative and Scientific Literacies: Collaborations Driving General Education Curricular Reform

Premilla Nadasen, Fatima Koli, Alisa Rod, and David F. Weiman, Barnard College. Mississippi Semester: New Social Justice Approach to Teaching Empirical Reasoning in Context

Ed Nuhfer, University of Wyoming (retired). Knowing Self or "Unskilled and Unaware of It?" How Numeracy Contradicts the Behavioral Sciences' Consensus About Human Self-Assessment

Nicholas Rekuski, Michigan State University. Teaching Quantitative Literacy to Non-Traditional Students with Math Anxiety

Connie Richardson, Charles A. Dana Center. Emerging Issues in Mathematics Pathways

Milo Schield, Augsburg University.  Increasing Disparity: The Scanlan Effect

Monika Sikand, Bronx Community College of the City University of New York. Quantitative Literacy Skills Across Disciplines in Community College Education

Luke Tunstall, Michigan State University.   Numeracy Proxies and Practices: Studies in Approximations of the "Real"      

Deborah R. Walker, The University of Texas at Austin, and Diana Mason, University of North Texas. Numeracy Skills Needed for QR Success in General Chemistry

Esther Wilder, Lehman College and the Graduate Center (CUNY), Dahlia Remler, Baruch College and the Graduate Center (CUNY). Using Survey Research to Teach Quantitative Reasoning

Anne Yust, Eugene Lang College at The New School. Visualizing Outlier Analysis to Detect Gerrymandering with an Agent-Based Model