Skip to Main Navigation. Each navigation link will open a list of sub navigation links.

Skip to Main Content

Apply to the University of Wyoming apply now

Global Resource Navigation

Visit Campus
Download UW Viewbook
Give to UW

WISDOMe

College of Education

WISDOMMonograph Volume 3

Quantitative Reasoning in Mathematics and Science Education: Papers from an International STEM Research Symposium

Cover

CONTENTS

Preface

Overview and Acknowledgements

 Robert L. Mayes & Larry L. Hatfield

WISDOMe: The QRAMM Research Theme

Robert L. Mayes & Larry L. Hatfield

PART I: INTRODUCTION

Perspectives and Collaborations for Quantitative Reasoning

Larry L. Hatfield, University of Wyoming

PART II: QUANTITATIVE REASONING IN MATHEMATICS EDUCATION

On Children's Construction of Quantification

Leslie P. Steffe, University of Georgia

Reverse Engineering a Course in Quantitative Reasoning

Bernard L. Madison, University of Arkansas

Quantitative Reasoning in a Digital World: Laying the Pebbles for Future Research Frontiers

Hollylynne Stohl Lee, North Carolina State University

New Technologies for Developing Quantitative Reasoning: Opportunities and Challenges

John Olive, University of Georgia

A Multi-Paradigmatic Approach to Researching Lived Experiences in Mathematics Education: Contemplating Possible Connections

Bal Chandra Luitel, Kathmandu University, Nepal


PART III: QUANTITATIVE REASONING IN SCIENCE EDUCATION

Standards for Science Education:Quantitative Reasoning and Modeling Concepts

Richard A. Duschl and Amber Schultz Bismark, Penn State University

Conceptualizing Size and Scale

M. Gail Jones, North Carolina State University

Supporting Scientific Practices in Elementary and Middle School Classrooms: The Role of Quantitative Reasoning

Christina Schwarz, Michigan State University

A Learning Progression Emerges in a Trading Zone of Professional Community and Identity

Richard Lehrer, Vanderbilt University

Using Place-Based Pedagogy to Contextualize and Integrate Science and Mathematics Education

Donna F. Berlin

 

PART IV: QUANTITATIVE REASONING LEARNING PROGRESSIONS

An Example of a Hypothetical Learning Progression: The Emergence of Informal Mathematical Induction

Arthur J. Baroody and Erin E. Reid, University of Illinois, David P. Purpura, Purdue University

 

Volume Appendix: Symposium Participants


Share This Page:

Contact Us

1000 E. University Ave. Laramie, WY 82071
UW Operators (307) 766-1121 | Contact Us | Download Adobe Reader

Twitter Icon Youtube Icon Instagram Icon Facebook Icon

Accreditation | Emergency Preparedness | Employment at UW | Gainful Employment | Privacy Policy | Accessibility Accessibility information icon