Publications and Research
Document Type
Article
Publication Date
2026
Abstract
This paper explores the impacts of introducing quantitative literacy skills in an interdisciplinary Environmental Economics course typically taught as an issues and policy course without a quantitative component. The study examines the effects of infusing an engaging, student-selected data collection and analysis assignment on students' quantitative reasoning skills, as well as their interest in and attitudes about data analysis and quantitative information. Using data gathered from a set of pre- and post-assessment questions designed to measure changes in quantitative reasoning skills and attitudes, the findings point to significant attitudinal impacts, gains, but smaller, insignificant gains in quantitative reasoning skills.
Comments
This article was originally published in Numeracy, available at https://doi.org/10.5038/1936-4660.19.1.1489
This work is distributed under a Creative Commons Attribution-Noncommercial 4.0 License (CC BY-NC 4.0).