Robert Prince|Arlene Archer
Quantitative Literacy as situated social practice in Higher Education
mathematical literacy soon introduced subject south african schools generated numerous debates various educational arenas tertiary institutions professional bodies paper looks differences mathematics quantitative literacy ql examines implicit ql demands conventionalized ql practices higher education curricula although certain practices highly valued necessarily explicitly taught students especially nondominant disadvantaged positions power structures university society paper explores ways implicit quantitative literacy demands made explicit used provide rich environment facilitate mathematical statistical concept acquisition look conventionalized practices academic disciplines focusing analysis use charts propose number principles curriculum design