Mathematics Professors Lauded for Paper on Quantitative Reasoning and Course Innovation

FAYETTEVILLE, Ark. – Undergraduates today are confronted with a multitude of quantitative statements and arguments to process and understand through the media and Internet. Researchers Shannon W. Dingman and Bernard L. Madison of mathematical sciences were recently honored for their work in reforming the undergraduate curriculum by including study of quantitative literacy to help address this educational problem.

The two were awarded the 2008-2011 Steen Award by the Board of the National Numeracy Network (NNN) for their 2010 article “Quantitative Reasoning in the Contemporary World, 1: The Course and Its Challenge,” which covers course development, pedagogy, student population served and assessment.

The award recognizes one of the most impactful articles from the first four volumes of the NNN journal, Numeracy as judged by the Awards Subcommittee of the NNN Board.

The article was selected for its engaging address of an important quantitative-literacy issue and a course that describes a clear model for quantitative reasoning in higher education. The overall quality of the paper, its effectiveness in promoting a significant numeracy theme, use of evidence-based research, possible impact on teaching and learning and relevance to larger societal issues impacted by QL were also considered. 

“We are very proud of this recognition of Dr. Madison and Dr. Dingman, their national leadership in quantitative literacy and their ongoing development of innovative courses here at the University of Arkansas,” said Chaim Goodman-Strauss, chair of the mathematical sciences department.

The paper was the first of three that reviewed the experiences during the development of the course Mathematical Reasoning in a Quantitative World (MATH 2183). That course was the model used to develop the new course Quantitative Reasoning (MATH 1313), which is now part of the state minimum core and an alternative to College Algebra. 

This spring, seven sections of Quantitative Reasoning (MATH 1313) are being offered compared to two sections last fall. The course is expected to grow significantly with a likely enrollment of approximately 1,200 students per year. 

Madison is especially pleased that the award comes for an article that describes a course that has been very successful and has been a model that others have looked at as they developed courses at their institutions.

“To me this is a very good example of combining scholarship in research with both teaching and curriculum development,” Madison said.

The professors have been working together on quantitative literacy since Dingman joined the faculty in 2007. Madison began development of MATH 2183 in 2001 while on leave as a visiting mathematician at the Mathematical Association of America. 

Dingman and Madison will receive the award during the 2014 Annual NNN meeting, Oct. 10-12, at Carleton College.