Beyond Problem Solving and Comprehension: An Exploration of Quantitative Reasoning

Beyond Problem Solving and Comprehension: An Exploration of Quantitative Reasoning

Beyond Problem Solving and Comprehension: An Exploration of Quantitative Reasoning

Beyond Problem Solving and Comprehension: An Exploration of Quantitative Reasoning

Synopsis

Building on the methods and techniques presented in Problem Solving and Comprehension,the authors show how their methods can be used to manage more difficult problems and situations. By providing step-by-step solutions for problems of figural reasoning, chart and graph interpretation, verbal reasoning, and advanced mathematical word problems, the authors create an ideal book for gifted students and for those preparing to take standardized admissions tests for colleges and professional schools.

Excerpt

What is quantitative reasoning and who needs it? This question is one of the most actively debated issues in education today. Research on the problem-solving skills of some of our best trained technical students reveals serious gaps and deficiencies in their reasoning abilities. Many have learned specific skills but have failed to develop appropriate general reasoning strategies. At the same time, there is increasing concern over the needs of students outside the technical disciplines. As computers and other high- technology devices enter an ever-widening range of applications, more and more of us will need some minimal level of technological expertise. But what are the quantitative reasoning skills needed for the minimal level of technological literacy? How does one prepare for the demands of an unpredictable future? University committees are struggling to define general education requirements, while major foundations such as Sloan sponsor bold new initiatives to blend quantitative reasoning into the Liberal Arts.

In this book, we try to develop and exercise aspects of quantitative reasoning that we feel the educated citizen of the twenty-first century will need to have. Our choice of problems and content has been influenced by the cognitive educational research of the past 15 years, certain well tested traditions, and our own teaching experience.

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