**DRAFT:**This module has unpublished changes.

**Essential Learning Outcome: **

**Quantitative Literacy (QL)**

**Definition: Competency and comfort in working with numerical data. **

**EXPECTATIONS FOR STUDENT LEARNING**

** **

**Students must demonstrate knowledge of and/or skill in four out of the six criteria:**

- Explaining information presented in mathematical forms (e.g. equations, graphs, diagrams, tables, words).
- Representation: Ability to convert relevant information into various mathematical forms (e.g. equations, graphs, diagrams, tables, words).
- Calculation: Ability to solve problems using effective calculations.
- Application/Analysis: Ability to make judgments and draw appropriate conclusions based on quantitative analysis of data, while recognizing the limits of this data and analysis.
- Assumptions: Ability to identify and make important assumptions that underlie quantitative analysis.
- Expressing quantitative evidence in support of the argument or purpose of the work (in terms of what evidence is used and how it is formatted, presented, and contextualized).

**Sample Assignments**

- Problem sets and tests can be used to assess students’ ability to:
- § Accurately explain data provided in charts, tables graphs.
- § Accurately construct equations from written material
- § Solve mathematical problems

[Criteria 1, 2, 3]

- In Economics I, students are asked to make an oral presentation utilizing graphs, diagrams, tables, etc. to discuss trends in the real-estate market in a particular city over the last ten years. [Criteria 1, 2, 4, 6]

- A science student might be asked to characterize or interpret the relationship between surface area and volume and explain the implications for enzyme action. [Criteria 4 and 6]

**DRAFT:**This module has unpublished changes.

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