Vera Frith

Quantitative Literacy Interventions at University of Cape Town: Effects of Separation from Academic Disciplines

The aim of the Numeracy Centre at the University of Cape Town is to develop students’ quantitative literacy (QL) in a manner consistent with their programmes of study and intended roles in the community. Our theoretical perspective on the nature of QL is in line with that of the New Literacies Studies and sees academic QL as practices in different academic disciplinary contexts. This means that for us the ideal curriculum structure for developing QL would fully integrate it into the teaching of the disciplines. This is in practice not achievable in most cases, especially since many students do not have the necessary foundations of mathematical and statistical knowledge and skills. The unavoidable deviation from the ideal curriculum structure presents challenges to the design of QL interventions. Two illustrative examples which display different degrees of separation from the disciplinary teaching are described and discussed. This discussion is based on lecturers’ reflections on the teaching experience and on student evaluations. The ‘stand-alone’ QL course for Humanities and Law students, which uses a context-based approach, is the least integrated with the disciplinary curriculum, and presents challenges in terms of tensions in the classroom between the contexts and the mathematical and statistical content, as well as challenges in terms of student motivation. The QL intervention for medical students is more closely integrated into the medical curriculum and presents fewer challenges. Both interventions are intended to provide ‘foundations’ in terms of QL and suffer from difficulties in providing students with authentic motivation.

Investigating Proportional Reasoning in a University Quantitative Literacy Course

The ability to reason with proportions is known to take a long time to develop and to be difficult to learn. We regard proportional reasoning (the ability to reason about quantities in relative terms) as a threshold concept for academic quantitative literacy. Our study of the teaching and learning of proportional reasoning in a university quantitative literacy course for law students consisted of iterative action research, in which we introduced various teaching interventions and analysed students’ written responses to assessment questions requiring students to explain their reasoning in situations that call for proportional reasoning. For this analysis we used a modified phenomenographic method to develop and refine a framework to code the responses. This enabled us to broadly describe the responses in terms of the concept of the liminal space that a student must traverse in coming to a full understanding of a threshold concept, and to further define the liminal space to facilitate finer description of students’ responses. Our latest analysis confirmed that many university students cannot reason with proportions, that this kind of thinking is difficult to learn, and that it takes more time than is available in a one-semester course. The context and structure of the questions have a marked effect on students’ ability to apply proportional reasoning successfully. The fraction of students who were classified as ‘at or over the threshold’ (i.e., fairly competent at proportional reasoning) after instruction ranged between 8% for the most difficult question and 48% for the easiest.

Towards Understanding the Quantitative Literacy Demands of a First-year Medical Curriculum

Setting. When designing a medical curriculum, assumptions that are made about students’ quantitative literacy (QL) competencies often lead to demands that students are unable to meet. In order to improve the match between the literacy demands of the curriculum and the literacy competencies of students, the demands need to be examined critically and the assumptions made explicit. Curriculum changes that reduce the articulation gap between demands and competencies are particularly important for broadening access and promoting success, in tertiary study, for students with disadvantaged educational backgrounds.

Supporting the teaching of the visual literacies in the earth and life sciences in higher education

ABSTRACT Internationally, there has been increasing emphasis on the teaching of the academic literacies, particularly reading and writing, in higher education institutions. However, recent research is highlighting the need for more explicit teaching of multimodal forms of communication, such as the visual literacies, in undergraduate courses in a wide range of disciplines such as the sciences, engineering and architecture. The research recognises that this is an area of academic literacy teaching that has often been neglected. This article draws on the findings of a research project which set out to understand both the multimodal literacy requirements and current practices in the teaching of these literacies in the earth and life sciences at a South African university. Three key themes are discussed: learning to see like a scientist, the importance of learning by switching between and integrating different modes of representation and teaching the conventions of representation in the sciences. The conclusion proposes ways for academic developers to work with staff to develop more explicit ways of teaching the visual literacies.

The National Benchmark Quantitative Literacy Test for Applicants to South African Higher Education

The National Benchmark Test Project (NBTP) was commissioned by Higher Education South Africa in 2005 to assess the academic proficiency of prospective students. The competencies assessed include quantitative literacy using the NBTP QL test. This instrument is a criterion-referenced multiple-choice test developed collaboratively by South African academics and provides complementary information to that provided by the norm-referenced school-leaving examination. In this paper we outline the theoretical framework that provides the foundation for the NBTP QL test and describe the test construct. In the QL test specifications, there are three dimensions specified for each item: the competencies (reasoning and behaviour) that are required to answer the item correctly, the main mathematical and statistical ideas the item addresses, and a characterisation of the level of cognitive processing the item calls for. The results are reported using benchmarks which place students’ scores into proficiency bands which indicate the extent to which curricula should be responsive to their level of preparedness. We discuss the extent to which the NBTP QL test is succeeding in contributing to meeting the goals of the NBT project. The test is intended to provide institutions with information that will assist with admissions and placement decisions, but the QL test scores are not used uniformly for these purposes across the higher education sector. The NBTP QL test results show that the majority of students are severely underprepared for the QL demands of higher education and that a comprehensive systemic response requiring curriculum change at many levels is required.