Mathematics and democracy : the case for quantitative literacy

By Lynn A. Steen. 2001

436 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/bdfb07fb4d9c62ab3bda1f8d0e25c70702d379b9

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Citations in the corpus

Mathematical Modelling with Young Children (2004, unknown): “While not denying the importance of these existing problem experiences, they do not address adequately the mathematical knowledge, processes, representational fluency, and social skills that our children need for the 21st century (English, 2002; Steen, 2001).”
The role of mathematics in educational systems (2007, background): “‘‘The world of the twenty-first century is a world awash in numbers’’ (Steen, 2001, p. 1).”
STATISTICAL LITERACY: A COMPLEX HIERARCHICAL CONSTRUCT (2003, unknown): “This is particularly true in the United States where Quantitative Literacy is in the title of recent significant reports on the need to improve mathematical and statistical understanding of the general population (Steen, 1997, 2001).”
Modeling conceptions revisited (2006, background): “Steen (2001) argued that in spite of the rich and antiquated roots of mathematics, mathematicians among others should acknowledge the contributions of researchers in external disciplines like biology, engineering, finance, information sciences, economics, education, medicine etc who successfully…”
Making Math a Definition of the Situation: Families as Sites for Mathematical Practices (2009, background): “Experiences that help parents redefine the definitions of their life situations to include math can be helpful (Steen 2004).”
Mathematical modelling in the early school years (2005, methodology): “A model may be defined as "a system of conceptual frameworks used to construct, interpret, and mathematically describe a situation" ( Richardson, 2004, p. viii).”