Parts of the Whole: Strategies for the Spread of Quantitative Literacy: What Models Can Tell Us
Two conceptual frameworks, one from graph theory and one from dynamical systems, have been offered as explanations for complex phenomena in biology and also as possible models for the spread of ideas. The two models are based on different assumptions and thus predict quite different outcomes for the...
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doaj-ab516979ff2a413a917bd9769643ebeb2020-11-24T22:35:14ZengNational Numeracy NetworkNumeracy1936-46601936-46602014-07-01727http://dx.doi.org/10.5038/1936-4660.7.2.7Parts of the Whole: Strategies for the Spread of Quantitative Literacy: What Models Can Tell UsDorothy Wallace0Dartmouth CollegeTwo conceptual frameworks, one from graph theory and one from dynamical systems, have been offered as explanations for complex phenomena in biology and also as possible models for the spread of ideas. The two models are based on different assumptions and thus predict quite different outcomes for the fate of either biological species or ideas. We argue that, depending on the culture in which they exist, one can identify which model is more likely to reflect the survival of two competing ideas. Based on this argument we suggest how two strategies for embedding and normalizing quantitative literacy in a given institution are likely to succeed or fail.http://scholarcommons.usf.edu/numeracy/vol7/iss2/art7/ducation reformmemeticsquantitative literacyquantitative reasoningnumeracy |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Dorothy Wallace |
spellingShingle |
Dorothy Wallace Parts of the Whole: Strategies for the Spread of Quantitative Literacy: What Models Can Tell Us Numeracy ducation reform memetics quantitative literacy quantitative reasoning numeracy |
author_facet |
Dorothy Wallace |
author_sort |
Dorothy Wallace |
title |
Parts of the Whole: Strategies for the Spread of Quantitative Literacy: What Models Can Tell Us |
title_short |
Parts of the Whole: Strategies for the Spread of Quantitative Literacy: What Models Can Tell Us |
title_full |
Parts of the Whole: Strategies for the Spread of Quantitative Literacy: What Models Can Tell Us |
title_fullStr |
Parts of the Whole: Strategies for the Spread of Quantitative Literacy: What Models Can Tell Us |
title_full_unstemmed |
Parts of the Whole: Strategies for the Spread of Quantitative Literacy: What Models Can Tell Us |
title_sort |
parts of the whole: strategies for the spread of quantitative literacy: what models can tell us |
publisher |
National Numeracy Network |
series |
Numeracy |
issn |
1936-4660 1936-4660 |
publishDate |
2014-07-01 |
description |
Two conceptual frameworks, one from graph theory and one from dynamical systems, have been offered as explanations for complex phenomena in biology and also as possible models for the spread of ideas. The two models are based on different assumptions and thus predict quite different outcomes for the fate of either biological species or ideas. We argue that, depending on the culture in which they exist, one can identify which model is more likely to reflect the survival of two competing ideas. Based on this argument we suggest how two strategies for embedding and normalizing quantitative literacy in a given institution are likely to succeed or fail. |
topic |
ducation reform memetics quantitative literacy quantitative reasoning numeracy |
url |
http://scholarcommons.usf.edu/numeracy/vol7/iss2/art7/ |
work_keys_str_mv |
AT dorothywallace partsofthewholestrategiesforthespreadofquantitativeliteracywhatmodelscantellus |
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