Quantitative Reasoning

The ability to use mathematical concepts and logic to analyze relationships, solve problems, and communicate.

Quantitative reasoning involves, in its most general sense, the ability to understand the uses of mathematics and numerical information. We are increasingly presented with information that seeks to quantify some aspect of the world – and we are increasingly asked to make judgments based on such information. To be competent at assessing such information – either that we produce ourselves or that others present to us – we need to develop abilities that are both in mathematics and about mathematics.

We can think of quantitative reasoning as having two main components – a “basic competency” component, and an “applied” component. (See: Mathematical Association of America, Quantitative Reasoning for College Graduates: A Complement to the Standards. 1998. on the WWW at: http://www.maa.org/past/ql/ql_part2.html).

At Pine Manor, Basic Competency (required for graduation) is satisfied by the successfully demonstrated by the results of a placement assessment, passing MA 102 or a designated Quantitative Reasoning course, or through transfer credit.

The Applied Component involves the application of quantitative skills to a problem or problems. The application of quantitative reasoning is not merely the application of a mathematical procedure to a problem – it engages a broader process of problem solving, logic, evidence, evaluation and argument.

What are some examples of work, projects, or papers in courses that involved searching for a method for solving a problem rather than following a set procedure.
What opportunities have you had to formulate questions, model problem situations in a variety of ways, generalize mathematical relationships, and solve problems in both mathematical and everyday contexts?
Consider experiences in all of your courses where you have applied the concepts involved in mathematical operations to solve theoretical and reality-based problems in a variety of disciplines.
Consider experiences you have had with this sort of problem-solving and modeling in contexts outside the classroom - such as at work or in a student organization.
When have you used logical reasoning skills?
Can you communicate quantitative concepts and reasoning clearly and effectively?
Can you interpret the presentation of quantitative information in formulae, symbols or graphics?
When have you evaluated the reasonableness of claims based on quantitative information?

Criteria for Evaluating Reflections on Quantitative Reasoning

Exemplary

Satisfactory

Needs Improvement

Not Acceptable

Evaluates the aspects of quantitative reasoning in her own experiences, inside and outside of the classroom.

Discusses the evolution of her capacity to engage in quantitative reasoning, especially how experiences shaped that development.

Identifies aspects of quantitative reasoning in specific learning experiences.

Discusses the ways in which she used aspects of quantitative reasoning.

Describes an experience in a course or in a co-curricular activity that involved quantitative aspects.

Provides a general statement of some concepts of quantitative reasoning.

Inadequate reflection or missing artifact.