Pub Date : 2021-07-01DOI: 10.5038/1936-4660.14.2.1396
A. Kelly
In Innumeracy in the Wild (Oxford University Press, 2020), Ellen Peters, a researcher in decision science, persuasively argues that numeracy skills, numeric confidence, and our intuitive sense for numbers impact our lifelong outcomes in health and wellbeing. Peters draws from research and real-world examples to show how daily life for innumerate people is different from that of numerate people and makes practical recommendations on improving how we communicate numerical information.
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Pub Date : 2021-07-01DOI: 10.5038/1936-4660.14.2.1394
J. Best
Press coverage of a recent survey suggests that sexual harassment is nearly ubiquitous in the UK. Thinking critically about claims of nearly-ubiquitous social problems requires: (1) asking how the statistic was produced; (2) considering questions of measurement; and (3) recognizing that the the most severe forms that social problems take tend to be much less common than less serious forms
{"title":"Considering What Counts: Claims about Nearly-Ubiquitous Social Problems","authors":"J. Best","doi":"10.5038/1936-4660.14.2.1394","DOIUrl":"https://doi.org/10.5038/1936-4660.14.2.1394","url":null,"abstract":"Press coverage of a recent survey suggests that sexual harassment is nearly ubiquitous in the UK. Thinking critically about claims of nearly-ubiquitous social problems requires: (1) asking how the statistic was produced; (2) considering questions of measurement; and (3) recognizing that the the most severe forms that social problems take tend to be much less common than less serious forms","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48703979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-30DOI: 10.46244/numeracy.v8i1.1378
M. Supiarmo, Turmudi, Elly Susanti
This study aims to describe students' computational thinking processes in solving PISA questions on change and relationship content based on self-regulated learning. This type of research is a descriptive study with a qualitative approach carried out in class VIII MTS Daruttauhid Malang. The research data consisted of students' answers, think aloud, and semi-structured interview results. Students' computational thinking skills are seen through indicators, including decomposition, pattern recognition, abstraction and algorithmic thinking. The results of the study inform that students 'computational thinking skills who have high and moderate levels of self-regulated learning do not have a significant difference, because students' computational thinking skills are limited to the pattern recognition stage. The problem-solving steps applied by students are less coherent because abstraction and algorithms has not been done in solving the PISA questions. Abstrak Penelitian ini bertujuan mendeskripsikan proses berpikir komputasional siswa dalam menyelesaikan soal PISA konten change and relationship berdasarkan self-regulated learning. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif yang dilaksanakan pada siswa kelas VIII MTS Daruttauhid Malang. Data penelitian terdiri atas jawaban siswa, think aloud, dan hasil wawancara semi terstruktur. Kemampuan berpikir komputasional siswa dilihat melalui indikator, antara lain dekomposisi, pengenalan pola, abstraksi dan berpikir algoritma. Hasil penelitian menginformasikan bahwa kemampuan berpikir komputasional siswa yang mempunyai tingkat self-regulated learning tinggi dan sedang tidak memiliki perbedaan yang signifikan, karena kemampuan berpikir komputasional siswa terbatas pada tahap pengenalan pola. Adapun langkah pemecahan masalah yang diaplikasikan siswa kurang koheren karena belum dilakukan abstraksi dan berpikir algoritma dalam menyelesaikan soal PISA tersebut. Kata Kunci: Berpikir Komputasional, Self-Regulated Learning, Change and Relationship
本研究旨在描述学生在自我调节学习的基础上解决PISA变化和关系内容问题的计算思维过程。这类研究是一项描述性研究，采用定性方法在八级MTS Daruttauhid Malang进行。研究数据包括学生的回答、自言自语和半结构化的面试结果。通过分解、模式识别、抽象、算法思维等指标来体现学生的计算思维能力。研究结果表明，由于学生的计算思维能力局限于模式识别阶段，高水平和中等水平的自我调节学习学生的计算思维能力没有显著差异。学生解决问题的步骤不太连贯，因为在解决PISA问题时没有进行抽象和算法。[摘要]Penelitian ini bertujuan mendeskripsikan研究了berpikir komponal sisas、menelesaikan和PISA的变化及其与自我调节学习的关系。杰妮斯·潘里提尼·阿达拉·潘里提尼·潘里提尼·邓里提尼·潘里提尼·邓里提尼·潘里提尼·邓里提尼·潘里提尼·邓里提尼·邓里提尼·邓里提尼·邓里提尼·邓里提尼·邓里提尼·邓里提尼·邓里提尼·邓里提尼·邓里提尼·马拉尼。数据penelitian terdiri atas jawaban siswa，想出声来，dan hasil wawancara半结构。Kemampuan berpikir计算方法的研究，统计分析，统计分析，统计分析。自调节学习，自我调节学习，自我调节学习，自我调节学习，自我调节学习，自我调节学习，自我调节学习，自我调节学习，自我调节学习，自我调节学习，自我调节学习，自我调节学习，自我调节学习，自我调节学习。本文采用了一种基于数学模型和数学模型的数学模型，并对数学模型进行了分析。Kata Kunci: Berpikir komputonal, Self-Regulated Learning, Change and Relationship
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Pub Date : 2021-06-28DOI: 10.46244/numeracy.v8i1.1424
Dyoty Auliya Vilda Ghasya, Asmayani Salimi, Rio Pranata
The research aims to describe the learning planning of Mathematics subjects that have been made by teachers in grade IV, V and VI elementary schools, describing the pattern of implementation of distance learning in mathematics subjects grade IV, V and VI elementary school, describing the difficulty of teachers in carrying out distance learning in mathematics subjects grade IV, V and VI elementary school , describe the difficulties of grade IV, V and VI elementary school students in following distance learning in Mathematics subjects, describe the advantages of the implementation pattern of distance learning in mathematics grade IV, V and VI elementary school, and describe the opinions of parents or guardians of students on distance learning of Mathematics subjects grade IV, V and VI elementary school during the COVID-19 pandemic. This study uses qualitative research approach with exploration study type. The result of this study is distance learning in mathematics subjects grade VI, V and VI elementary schools there are conducted online and mixed. The implementation of distance learning in mathematics subjects grade VI, V and VI received a variety of responses from teachers, students and parents or guardians. Abstrak Penelitian bertujuan untuk mendeskripsikan perencanaan pembelajaran mata pelajaran Matematika yang telah di buat oleh guru pada kelas IV, V dan VI sekolah dasar, mendeskripsikan pola pelaksanaan pembelajaran jarak jauh mata pelajaran Matematika kelas IV, V dan VI sekolah dasar, mendeskripsikan kesulitan guru dalam melaksanakan pembelajaran jarak jauh pada mata pelajaran Matematika kelas IV, V dan VI sekolah dasar, mendeskripsikan kesulitan siswa kelas IV, V dan VI sekolah dasar dalam mengikuti pembelajaran jarak jauh pada mata pelajaran Matematika, mendeskripsikan kelebihan pola pelaksanaan pembelajaran jarak jauh mata pelajaran Matematika kelas IV, V dan VI sekolah dasar, dan mendeskripsikan pendapat orang tua atau wali murid terhadap pembelajaran jarak jauh mata pelajaran Matematika kelas IV, V dan VI sekolah dasar pada masa pandemi COVID-19. Penelitian ini menggunakan pendekatan penelitian kualitatif dengan jenis studi eksplorasi. Adapun hasil dari penelitian ini adalah pembelajaran jarak jauh pada mata pelajaran matematika kelas VI, V dan VI sekolah dasar ada yang dilaksanakan secara online maupun campuran. Pelaksanaan pembelajaran jarak jauh pada mata pelajaran matematika kelas VI, V dan VI mendapatkan berbagai respon dari guru, siswa dan orang tua atau wali murid. Kata Kunci: Pembelajaran Jarak Jauh, Matematika, Kelas Tinggi Sekolah Dasar
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Pub Date : 2021-06-24DOI: 10.46244/numeracy.v8i1.1396
Imanuel Yosafat Hadi Manapa
Ethnomatematics presents as a bridge between culture and mathematics. Awareness of the importance of preserving culture early on and presenting the context of real situations in the mathematical learning process is the basis of this research. Ethnomatematika sourced from the local culture of Alor Regency is very rich and can be used as a media of mathematics learning but has not been explored in depth. The purpose of this study is to associate ethnomatematics of Alor Regency with the context of learning in elementary schools. This research is qualitative with an explorative, descriptive, and ethnography approach. Data retrieval techniques using interviews, observations, and documentation. Data collection was carried out in January to February 2021. The results of the study found elements of ethnomatematics derived from traditional clothing and accessories, dowry, traditional clothing, earthenware, war tools, musical instruments, fishing instruments, traditional houses, and traditional games. Ethnomatematics product can be used on the basic competencies of plane geometry, solid geometry, symmetry, mirroring, symmetry, arithmetic, interline relationships, angular types, inter-angle relationships, and measurements in elementary schools. Abstrak Etnomatematika hadir sebagai sarana untuk menjembatani antara budaya dan matematika. Kesadaran akan pentingnya melestarikan budaya sejak dini dan menghadirkan konteks situasi nyata dalam proses pembelajaran matematika merupakan landasan dilakukannya penelitian ini. Etnomatematika yang bersumber dari budaya lokal Kabupaten Alor sangat kaya dan dapat digunakan sebagai media pembelajaran matematika namun selama ini tidak dieksplorasi secara mendalam. Tujuan dari penelitian ini adalah untuk mengaitkan etnomatematika Kabupaten Alor dengan konteks pembelajaran di sekolah dasar. Penelitian merupakan kualitatif dengan pendekatan eksploratif, deskriptif, dan etnografi. Teknik pengambilan data menggunakan wawancara, observasi, dan dokumentasi. Pengumpulan data dilakukan pada bulan Januari hingga Februari 2021. Hasil penelitian menemukan unsur etnomatematika yang berasal dari pakaian adat beserta asesorisnya, mas kawin, pakaian adat, gerabah, alat perang, alat musik, alat menangkap ikan, rumah adat, serta permainan masyarakat lokal. Produk etnomatematika ini dapat digunakan sebagai media pembelajaran pada kompetensi dasar bangun datar, bangun ruang, kesimetrisan, pencerminan, aritmatika, hubungan antar garis, jenis-jenis sudut, hubungan antar sudut, dan pengukuran di sekolah dasar. Kata Kunci: Etnomatematika, Media Pembelajaran Matematika, Sekolah Dasar
民族数学是文化与数学之间的桥梁。意识到早期保存文化的重要性，并在数学学习过程中呈现真实情况的背景是本研究的基础。源自Alor摄政当地文化的民族语体非常丰富，可以作为数学学习的媒介，但尚未得到深入的探索。摘要本研究的目的在于探讨Alor摄政王民族数学与小学学习情境的关系。本研究采用探索性、描述性和人种学方法进行定性研究。使用访谈、观察和文档的数据检索技术。数据收集于2021年1月至2月进行。研究结果发现，民族数学的元素来源于传统服装和配饰、嫁妆、传统服装、陶器、战争工具、乐器、捕鱼工具、传统房屋和传统游戏。民族数学产品可用于小学平面几何、立体几何、对称、镜像、对称、算术、线间关系、角类型、角间关系、测量等基本能力。[摘要]自然环境与自然环境，自然环境与自然环境。Kesadaran akan pentingnya melestarikan budaya sejak dini dan menghadirkan konteks konteks情况，nyata dalam proproan penbelajan matmatatika merupakan landasan dilakukannya penelitian ini。当地媒体:pembelajajan matmatatika namun selama ini tidak dieksplorasi secara mendalam。Tujuan dari penelitian ini adalah untuk mengaitkan etnomatematika kabupten alendan konteks penbelajaran di sekolah dasar。Penelitian merupakan kualitatian dengan pendekatan eksplatiatif, deskscriptif, etnography。彭甘比兰技术数据，孟古那肯，瓦万卡拉，观测，丹文献。彭普兰数据dilakukan帕达bulan 1月至2021年2月。Hasil penelitian menemukan unsur etnomatematika yang berasal dari pakan adat beserta asesorisnya, mas kawin, pakan adat, gerabah, alat perang, alat musik, alat menangkap ikkan, rumah adat, serta permainan masyarakat local。产品描述:penbelajakan paada kompetensi dasar bangun data, bangun run, kesimetrisan, pencerminan, artimatika, hubungan antar garis, jenis-jenis sudut, hubungan antar sudut, dan pengukuran di sekolah dasar。Kata Kunci: Etnomatematika, Media Pembelajaran Matematika, Sekolah Dasar
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Pub Date : 2021-06-24DOI: 10.46244/numeracy.v8i1.1333
W. Safitri, Yudi Darma, Rahman Haryadi
This research aimed to know: (1) Validity; and (2) Practicality of the mathematics learning module with the inquiry method on the ability to think critically in the material of squares and triangles. This research used research and development with the model used the ADDIE. The subject of this research was student class VII in SMP Cahaya Harapan Tayan. The tools of data collection were the validation sheet of material experts, media experts, student responses questionnaires, and teacher responses questionnaires. Data analysis technique used descriptive quantitative. The result of this research showed that the average score of material validity was 84,6% and media validity was 85,3% with very decent category, and the practicality was 83% with very decent category. It can be concluded that the mathematics learning module with the inquiry method developed was feasible to be used to improve critical thinking skills in the material of squares and triangles in students of class VII SMP. Abstrak Penelitian bertujuan untuk mengetahui: (1) Kevalidan; dan (2) Kepraktisan modul pembelajaran matematika dengan metode inkuiri terhadap kemampuan berpikir kritis dalam materi Segi empat dan Segitiga. Metode penelitian menggunakan research and development dengan model ADDIE (Analysis-Design-Develoment-Implementation-Evaluation). Subjek dalam penelitian ini terdiri atas subjek pengembangan yaitu tiga validator yang merupakan 2 orang dosen program studi pendidikan matematika dan seorang validator lain merupakan guru SMP Cahaya Harapan Tayan dan subjek ujicoba produk yaitu kelas VII SMP Cahaya Harapan Tayan.. Instrumen pengumpulan data berupa lembar validasi ahli materi, ahli media, angket respon siswa, dan angket respon guru. Teknik analisis data menggunakan deskriptif kuantitatif. Berdasarkan hasil analisis, diperoleh skor rata-rata kevalidan materi dan media sebesar 84,6% dan 85,3% dengan kategori sangat valid , serta kepraktisan 83% dengan kategori sangat praktis. Disimpulkan bahwa modul pembelajaran matematika dengan metode inkuiri yang dikembangkan layak digunakan untuk meningkatkan kemampuan berpikir kritis dalam materi Segi empat dan Segitiga pada siswa kelas VII SMP. Kata Kunci: Modul, Inkuiri, Kemampuan Berpikir Kritis
本研究旨在了解:(1)效度;(2)探究式数学学习模块的实用性，培养学生对正方形、三角形材料的批判性思考能力。本研究采用ADDIE模型进行研究与开发。本研究的对象为新希望小学(Cahaya Harapan Tayan)七年级学生。数据收集工具为材料专家验证表、媒体专家验证表、学生回答问卷、教师回答问卷。数据分析采用描述性定量技术。本研究结果显示，极好类别的材料效度平均分为84.6%，媒介效度平均分为85.3%，极好类别的实用性平均分为83%。由此可见，采用探究式学习方法开发的数学学习模块对于提高SMP七班学生对正方形和三角形材料的批判性思维能力是可行的。Penelitian bertujuan untuk mengetahui; (1) Kevalidan;(2) Kepraktisan模块pembelajaran matematika dengan方法inkuiri terhadap kemampuan berpikir kritis dalam materi Segi empat dan Segitiga。分析-设计-开发-实施-评价(ADDIE)模型。主题:dalam penelitian ini terdiri主题:pengembangan yittiga验证器yang merupakan 2猩猩数量程序研究pendidikan matematika danseang验证器lain merupakan guru SMP Cahaya Harapan Tayan主题:ujicoba产品yitukelas 7 SMP Cahaya Harapan Tayan仪器统计数据包括:心理资料、心理媒介、心理反应分析、心理反应专家。技术分析数据蒙古纳可定量分析。Berdasarkan hasil分析中，diperoleh skor - rata-rata keevalidan材料和媒介sebesar 84,6% dan 85,3% dengan kategori sangat有效，serta katertisan 83% dengan kategori sangat praktis。dispulkan bahwa模块pembelajan matmatatika dengan方法inkuiri yang dikembangkan layak digunakan untuk meningkatkan kemampuan berpikir kritis dalam材料Segi empat dan Segitiga paada siswa kelas 7 SMP。Kata Kunci:模块，Inkuiri, Kemampuan Berpikir Kritis
{"title":"PENGEMBANGAN MODUL PEMBELAJARAN DENGAN METODE INKUIRI TERHADAP KEMAMPUAN BERPIKIR KRITIS DALAM MATERI SEGI EMPAT DAN SEGITIGA SISWA SMP","authors":"W. Safitri, Yudi Darma, Rahman Haryadi","doi":"10.46244/numeracy.v8i1.1333","DOIUrl":"https://doi.org/10.46244/numeracy.v8i1.1333","url":null,"abstract":"This research aimed to know: (1) Validity; and (2) Practicality of the mathematics learning module with the inquiry method on the ability to think critically in the material of squares and triangles. This research used research and development with the model used the ADDIE. The subject of this research was student class VII in SMP Cahaya Harapan Tayan. The tools of data collection were the validation sheet of material experts, media experts, student responses questionnaires, and teacher responses questionnaires. Data analysis technique used descriptive quantitative. The result of this research showed that the average score of material validity was 84,6% and media validity was 85,3% with very decent category, and the practicality was 83% with very decent category. It can be concluded that the mathematics learning module with the inquiry method developed was feasible to be used to improve critical thinking skills in the material of squares and triangles in students of class VII SMP. \u0000Abstrak \u0000Penelitian bertujuan untuk mengetahui: (1) Kevalidan; dan (2) Kepraktisan modul pembelajaran matematika dengan metode inkuiri terhadap kemampuan berpikir kritis dalam materi Segi empat dan Segitiga. Metode penelitian menggunakan research and development dengan model ADDIE (Analysis-Design-Develoment-Implementation-Evaluation). Subjek dalam penelitian ini terdiri atas subjek pengembangan yaitu tiga validator yang merupakan 2 orang dosen program studi pendidikan matematika dan seorang validator lain merupakan guru SMP Cahaya Harapan Tayan dan subjek ujicoba produk yaitu kelas VII SMP Cahaya Harapan Tayan.. Instrumen pengumpulan data berupa lembar validasi ahli materi, ahli media, angket respon siswa, dan angket respon guru. Teknik analisis data menggunakan deskriptif kuantitatif. Berdasarkan hasil analisis, diperoleh skor rata-rata kevalidan materi dan media sebesar 84,6% dan 85,3% dengan kategori sangat valid , serta kepraktisan 83% dengan kategori sangat praktis. Disimpulkan bahwa modul pembelajaran matematika dengan metode inkuiri yang dikembangkan layak digunakan untuk meningkatkan kemampuan berpikir kritis dalam materi Segi empat dan Segitiga pada siswa kelas VII SMP. \u0000Kata Kunci: Modul, Inkuiri, Kemampuan Berpikir Kritis","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44704331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.5038/1936-4660.14.2.1384
V. Frith, P. Lloyd
The Numeracy Centre at the University of Cape Town has taught a one-semester quantitative literacy course for social sciences students since 1999. This study aims to provide an example for how the design of such a course can be assessed for alignment with quantitative reasoning goals. We propose a framework of learning outcomes for the course and use that framework to analyse the assessments and student performance on them. We find that just under half of the overall mark for the course was devoted to the interpretation and communication of quantitative information (our “main” outcomes), and about a quarter was devoted to the performing of calculations. The analysis revealed that statistics outcomes were under-represented in the make-up of the overall course mark, and assessment of these outcomes was restricted almost entirely to the two final examinations. The results of the analysis of the alignment between outcomes and assessment are useful to inform discussions about changes to the course curriculum. The analysis of student performance on the different outcomes provides insights which are useful for informing improvements to our teaching approach. The analysis demonstrates a relatively straightforward procedure that can be used or adapted by researchers in other institutions for ongoing monitoring of alignment between course outcomes, teaching, and assessment.
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Pub Date : 2021-04-01DOI: 10.5038/1936-4660.14.2.1386
Charlotte R Brookfield, Malcolm Williams, Luke S Sloan, Emily Maule
In 2012, in a bid to improve the quantitative methods training of social science students in the UK, the £19.5 million Q-Step project was launched. This investment demonstrated a significant commitment to changing how we train social science students in quantitative research methods in the UK. The project has involved eighteen higher education institutions exploring and trialling potential ways of engaging social science students with quantitative approaches. This paper reflects on the activities of one Q-Step centre based in the School of Social Sciences at Cardiff University. As well as describing some of the pedagogic changes that have been implemented, the paper draws on data to begin to evaluate the success of new approaches. Specifically, data showing the proportion of students undertaking a quantitative final-year dissertation project is used to measure the impact of these activities. The data presented in this paper suggest that resistance to learning quantitative research methods and engaging with such techniques has decreased. The data also indicates that students see this learning as beneficial for their own employability. Despite this, closer analysis reveals that several students change their mind about employing quantitative methods in their own research part way through their dissertation journey. We argue that while social science students are comfortable learning about quantitative approaches, they are less confident at applying these techniques. Thus, the paper argues that there is a wider challenge of demonstrating the relevance and appropriateness of such approaches to understanding the social world.
{"title":"Engaging Social Science Students with Statistics: Opportunities, Challenges and Barriers","authors":"Charlotte R Brookfield, Malcolm Williams, Luke S Sloan, Emily Maule","doi":"10.5038/1936-4660.14.2.1386","DOIUrl":"https://doi.org/10.5038/1936-4660.14.2.1386","url":null,"abstract":"In 2012, in a bid to improve the quantitative methods training of social science students in the UK, the £19.5 million Q-Step project was launched. This investment demonstrated a significant commitment to changing how we train social science students in quantitative research methods in the UK. The project has involved eighteen higher education institutions exploring and trialling potential ways of engaging social science students with quantitative approaches.\u0000 This paper reflects on the activities of one Q-Step centre based in the School of Social Sciences at Cardiff University. As well as describing some of the pedagogic changes that have been implemented, the paper draws on data to begin to evaluate the success of new approaches. Specifically, data showing the proportion of students undertaking a quantitative final-year dissertation project is used to measure the impact of these activities. The data presented in this paper suggest that resistance to learning quantitative research methods and engaging with such techniques has decreased. The data also indicates that students see this learning as beneficial for their own employability. Despite this, closer analysis reveals that several students change their mind about employing quantitative methods in their own research part way through their dissertation journey. We argue that while social science students are comfortable learning about quantitative approaches, they are less confident at applying these techniques. Thus, the paper argues that there is a wider challenge of demonstrating the relevance and appropriateness of such approaches to understanding the social world.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41375246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.5038/1936-4660.14.2.1375
Ellen C Agnello
New York-based education startup Newsela has quickly gained popularity with K-12 educators in the six years since its launch. Its website boasts that it serves 90% of schools in the United States including the 1.5 million teachers they employ and their 20 million students. But what makes it so popular? Teachers are drawn to its Common Core-aligned informational texts which facilitate content-area connections while exposing students to important current events. Likely the most appealing aspect of the platform is its compatibility with differentiation, as it makes available five iterations of each article at varying levels of complexity or Lexile which enables teachers to assign the same article to all students regardless of differences in reading ability. Because all Newsela articles are nonfiction, many utilize mathematical representations to communicate quantitative information, placing demands on students’ numeracy competencies. This paper presents the findings of a thematic analysis of the numeracy events found in five Newsela articles at the maximum complexity level and their four simplified equivalents. It explores the various ways in which quantitative information is represented in Newsela articles at differing levels of complexity and what happens to the mathematical representations of quantitative information as text complexity decreases. The analysis reveals that seven different forms of mathematical representation are commonly used in Newsela articles at both ends of the complexity spectrum, at similar rates. As text complexity decreases, authors rely upon qualitative representations of quantitative information, or mathematical words and phrases, more heavily than quantitative representations, which utilize numbers.
{"title":"Simplified but Not the Same: Tracing Numeracy Events through Manually Simplified Newsela Articles","authors":"Ellen C Agnello","doi":"10.5038/1936-4660.14.2.1375","DOIUrl":"https://doi.org/10.5038/1936-4660.14.2.1375","url":null,"abstract":"New York-based education startup Newsela has quickly gained popularity with K-12 educators in the six years since its launch. Its website boasts that it serves 90% of schools in the United States including the 1.5 million teachers they employ and their 20 million students. But what makes it so popular? Teachers are drawn to its Common Core-aligned informational texts which facilitate content-area connections while exposing students to important current events. Likely the most appealing aspect of the platform is its compatibility with differentiation, as it makes available five iterations of each article at varying levels of complexity or Lexile which enables teachers to assign the same article to all students regardless of differences in reading ability. Because all Newsela articles are nonfiction, many utilize mathematical representations to communicate quantitative information, placing demands on students’ numeracy competencies. This paper presents the findings of a thematic analysis of the numeracy events found in five Newsela articles at the maximum complexity level and their four simplified equivalents. It explores the various ways in which quantitative information is represented in Newsela articles at differing levels of complexity and what happens to the mathematical representations of quantitative information as text complexity decreases. The analysis reveals that seven different forms of mathematical representation are commonly used in Newsela articles at both ends of the complexity spectrum, at similar rates. As text complexity decreases, authors rely upon qualitative representations of quantitative information, or mathematical words and phrases, more heavily than quantitative representations, which utilize numbers.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45827635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.5038/1936-4660.14.2.1393
J. Bennett
The University of Colorado Boulder campus introduced what may have been the world’s first quantitative reasoning (QR) requirement in 1984 and started offering a QR course in 1988. Although I am an astronomer by training, I had the privilege of creating and teaching that course, which led to my co-authorship of the first textbook directed specifically at QR courses. In this “Roots and Seeds” piece, I will discuss how this course and textbook came to be, how I as an astronomer ended up involved in it, and how this work has connected with other aspects of my career.
{"title":"An Astronomer’s Journey into Quantitative Reasoning","authors":"J. Bennett","doi":"10.5038/1936-4660.14.2.1393","DOIUrl":"https://doi.org/10.5038/1936-4660.14.2.1393","url":null,"abstract":"The University of Colorado Boulder campus introduced what may have been the world’s first quantitative reasoning (QR) requirement in 1984 and started offering a QR course in 1988. Although I am an astronomer by training, I had the privilege of creating and teaching that course, which led to my co-authorship of the first textbook directed specifically at QR courses. In this “Roots and Seeds” piece, I will discuss how this course and textbook came to be, how I as an astronomer ended up involved in it, and how this work has connected with other aspects of my career.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42738151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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