Parts of the Whole: Strategies for the Spread of Quantitative Literacy: What Models Can Tell Us

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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Main Author: Dorothy Wallace
Format: Article
Language:English
Published: National Numeracy Network 2014-07-01
Series:Numeracy
Subjects:
ducation reform
memetics
quantitative literacy
quantitative reasoning
numeracy
Online Access:http://scholarcommons.usf.edu/numeracy/vol7/iss2/art7/
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spelling 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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