Vera Frith
Quantitative Literacy Interventions at University of Cape Town: Effects of Separation from Academic Disciplines
aim numeracy centre university cape town develop students quantitative literacy ql manner consistent programmes study intended roles community theoretical perspective nature ql line new literacies studies sees academic ql practices different academic disciplinary contexts means us ideal curriculum structure developing ql would fully integrate teaching disciplines practice achievable cases especially since many students necessary foundations mathematical statistical knowledge skills unavoidable deviation ideal curriculum structure presents challenges design ql interventions two illustrative examples display different degrees separation disciplinary teaching described discussed discussion based lecturers reflections teaching experience student evaluations standalone ql course humanities law students uses contextbased approach least integrated disciplinary curriculum presents challenges terms tensions classroom contexts mathematical statistical content well challenges terms student motivation ql intervention medical students closely integrated medical curriculum presents fewer challenges interventions intended provide foundations terms ql suffer difficulties providing students authentic motivation