Responsible quantitative literate society must begin with children
We live in a country where decisions, actions and ideas children make really matter. In fact, Mathematics teacher educators, the world over, agree that children’s cultural and linguistic heritage should be celebrated for the diversity that they bring to the learning environment.
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Making relevant decisions
For children to make such relevant decisions will depend largely on their level of quantitative literacy. Quantitative literacy is a habit of mind that is characterised by the relationship among people’s understanding of Mathematics, beliefs about Mathematics and disposition towards Mathematics. It involves an emphasis on problem solving and the development of reasoning and critical thinking.
It includes an aggregation of skills, knowledge, communication capabilities, beliefs and dispositions that people need to independently engage in and effectively manage situations in life involving numbers or textual information that is premised on mathematical propositions.
It is indeed, an everyday understanding of Mathematics that makes it possible for people to function well in society.
Quantitative literacy embodies a society’s appreciation of Mathematics and its application. It involves an understanding of the nature of Mathematics and its impact on society, as well as the confidence and willingness for people to effectively participate in mathematical discourse in everyday decision-making processes.
Functional knowledge
Quantitatively literate people possess functional knowledge of mathematical content; they have ability to reason mathematically; they understand the historical development of mathematics; they have positive dispositions towards mathematics and they recognise the utility of mathematics.
They interpret data by drawing on experiences from their functional knowledge of mathematics to explain, for example, the central tendency, standard deviation, variance, skewness and kurtosis of a data set. They are able to interpret the elements of central tendency that fairly represent a data set.
When shopping, quantitative literate people make good decisions about what to buy, how many items or quantity of products to buy, without going above or below their budgets. They are able to select items or products whose total cost fairly approximates how much money they have in their wallets or pockets.
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They vote rationally on issues and do not allow empty promises to cloud their logic. They look beyond current experiences, challenges and problems to make decisions that affect their future.
For the most part, they always think outside the box, but do not follow strictly conventional lines. When driving, they are able to read and interpret road signs and determine the speed necessary to overtake, for example, a car or when negotiating a curve.
Quantitative literate people are able to determine the returns on their investments and analyse to a greater extent the right mix of investment opportunities that will yield maximum returns.
They are able to anticipate the right time to plant their crops and determine approximately the number of acreages that will yield a predetermined number of bushels.
They are good business people, who determine quickly how much profit or loss they will make or lose in a business venture. They can determine the right quantity of ingredients and in their right proportions when cooking.
Thinking logically
They think logically about issues, by making sound arguments and meaningful contributions. They can easily be trained to become effective tailors, mechanics, carpenters, painters and plumbers.
A positive disposition towards mathematics and recognition of the value of mathematics in society are important aspects of people’s quantitative literacy.
Therefore, quantitatively literate people have increased mathematical self-concept or confidence, increased willingness to engage in quantitative situations or intrinsic motivation to take part and demonstrate the utility of mathematics in everyday life.
The nature of mathematics involves inquiry and problem solving processes that are important to people’s daily lives. By this view, mathematics should be seen as way of thinking. It is dynamic and constantly open for discussion and discovery.
Process of inquiry
A more humanistic view of mathematics is that it should be seen generally as a process of inquiry and problem solving that is necessary for people’s success at work and in life.
In light of the above, the importance of quantitative literacy cannot be underestimated. As a nation, we need to make conscious efforts to build structures that will encourage or motivate children to become quantitative literate.
For solutions, the mathematics curriculum could be revised to include important concepts and processes related to quantitative literacy. The curriculum could include a component that will instill in children important values and beliefs related to mathematics as a discipline.
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• The writer is Senior Lecturer, Department of Mathematics Education University of Education, Winneba
Email: assuahc@gmail.com