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Enhancing Quantitative Literacy through Language Arts: A Collaborative Approach for Preservice Teachers

This study explores integrating quantitative literacy in English and math methods courses, using collaborative projects to connect QL and Language Arts. Participants analyzed reading rates, made inferences on variances, and designed interdisciplinary projects. Assessments focused on interpretation, inference, and critical thinking skills. Areas for improvement include clarifying differences between interpretation and inference and providing more time for project completion. English and math students found QL purposeful in making inferences and connecting math to real-life contexts. Contact professors for more information.

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Enhancing Quantitative Literacy through Language Arts: A Collaborative Approach for Preservice Teachers

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  1. Learning to Make Inferences: Connecting Quantitative Literacy and Language Arts for Math and English Preservice Teachers Beth Buyserie & Kimberly Vincent, Washington State University

  2. Embedded quantitative literacy (QL) in English and mathematics methods courses • QL as an assessment tool • Collaborative project integrating QL and Language Arts (LA)

  3. QL as an Assessment Tool • Common Projects • Collected Reading Rates using same articles • Discussed the “math” and interpreted the data • Made inferences as to the cause of variances • Classes meet together: • Fit trendlines to Reading Rates • Discussed how the information could be used • Made inferences on interventions

  4. Studied Inference • Both classes completed the following tasks: • Read “Learning to Make an Inference” (Beers 2003) • Completed statistics activities • Discussed making inferences from statistical data versus interpreting statistical data

  5. Collaborative Interdisciplinary Project • Part I: Created a 1-page rationale for parents • Part II: Designed a collaborative QL/LA project • Part III: Chose a section of their project and completed it as a group • Part IV: Articulated what each teacher would be responsible for teaching

  6. Two Sample Projects • Huck Finn Project • Gang Story Project

  7. Rubric for Interdisciplinary Project • Two areas of emphasis for assessment, quality of: • Evidence of the application of interpretation and inference to help develop critical thinking • Integration of LA/QL

  8. Grade Summary • 4 As • Exemplary and ample evidence of …interpretation and inference… • Authentic and well-balanced integration • 5 Bs • Evidence in either category • 1 C • Little evidence in either category

  9. Improvements • More: • Attention to differences between interpretation and inference • Time to complete project • Time to distinguish between math and QL • Attention to grouping • Emphasis on integration of LA/QL

  10. English Students QL has purpose Important to help students make inferences Willing to try to use QL Math Students Reading ability impacts math performance LA is one tool to tie math to students’ interests Most understood difference between math and QL Benefits

  11. Contact • English • Beth Buyserie • buyserie@mail.wsu.edu • Mathematics • Kimberly Vincent • vincent@math.wsu.edu

  12. References • Beers, K. (2003). Learning to Make an Inference. In When Kids Can’t Read: What Teachers Can Do. Heinemann: Portsmouth, NH. pp 61-72. • Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum. pp 52-67. • What Kids Can Do, Inc (Oct. 2004). Students as Allies in Improving Their Schools: A Report on a Work in Process. www.whatkidscando.org

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