Advanced Quantitative Reasoning
also known as Advanced Mathematical Decision Making
Factsheet for Texas schools implementing the course in 2012–2013
A project of the Charles A. Dana Center at the University of Texas at Austin, in collaboration with
The Texas Association of Supervisors of Mathematics, with generous support from the Greater Texas Foundation
What is AQR?
Advanced Quantitative Reasoning, also known as Advanced Mathematical Decision Making, is a
capstone mathematics course that follows Algebra I, Geometry, and Algebra II. It builds on and extends
what students have learned and covers other mathematics topics not typically taught in high school.
The course does not remediate skills, but it reinforces needed skills as students study new topics in
relevant, engaging contexts. The course also helps students develop college and career skills such as
collaborating, conducting research, and making presentations.
The original AMDM course, including teacher professional development and online support, was
designed by mathematics and education professionals facilitated by the Charles A. Dana Center at the
University of Texas at Austin, working in collaboration with the Texas Association of Supervisors of
Mathematics. This course was adopted by the Texas State Board of Education as Advanced Quantitative
Reasoning in 2011.
Texas schools can award credit for Advanced Quantitative Reasoning, satisfying the fourth-year
mathematics requirement for either the Recommended or Distinguished high school graduation programs.
Materials
The Dana Center, in collaboration with TASM and other educators and mathematics experts, has
developed materials for teachers and students that provide comprehensive support for the course.
Development grants from the Greater Texas Foundation have enabled us to provide to the people of Texas
a permanent license for free use of the course’s 2010 edition pdf files for the education of Texas students.
Outside Texas, educators and schools may contract to use these materials.
The use of these materials is optional; they are offered as a starting point so that teachers do not need to
develop their own materials, as is typical for a new course. We offer for sale printed copies of student
materials for schools that may prefer not to reproduce them locally. We also encourage others to develop
materials to support this course.
Professional development
We strongly recommend in-depth professional development for teachers new to AQR. The unique
combination of content taught in this course is not likely to have been part of any teacher preparation or
mathematics program. And the course calls for teaching in ways that place a high level of responsibility
on students as they develop college and career-readiness skills requiring them to work together, prepare
reports, and make presentations.
Ideally, teachers new to this course should participate in at least five days of professional development
during the first year, including a three-day summer institute and two individual follow-up days during the
school year. Institutes are scheduled in summer 2012 at various locations throughout Texas, with followup days scheduled later in the year. Teachers also have access to online resources throughout the school
year, provided by project staff and shared by fellow teachers of the course via online communities.
www.utdanacenter.org/aqr
Factsheet for Texas school districts, Summer 2012
Factsheet for Texas school districts implementing AQR in 2012–2013—page 2 of 2
Cost
In Texas, there is no cost to download the 2010 edition of the instructional materials, but schools should
plan to reproduce (or purchase) copies of the student materials.
Educators inside and outside Texas may participate in the Dana Center’s professional development for
teachers new to the course. The pricing for educators outside Texas is higher, to cover the additional costs
of providing teacher and student instructional materials (these costs are waived for Texas teachers thanks
to the generosity of the Greater Texas Foundation, which supported development of the 2010 edition of
the course materials).
Fees have been restructured for the 2012–2013 school year for professional development and online
support. The Texas fee ($850 per Texas teacher) due at the time of registration for the three-day summer
institute also includes participation in the yearlong online community.
Participants can also register for one or two follow-up sessions, which will be offered each semester of
the school year directly following the summer institute. Registration for follow-up sessions is separate
from the initial three-day institute. For Texas teachers, the fee for each follow-up session is $250.
Schools should plan to cover costs of reproducing student materials or purchasing bound copies of student
materials for $30 per student (go to www.utdanacenter.org/products/math.php to order AQR materials).
Participation in the online community for teachers not enrolled in professional development is $45 a year.
AQR / AMDM topic list (updated January 2011)
Note: Thus far, materials have been developed to address Topics 1–6 and 8–11.
(1)
Developing college and career skills. The student develops and applies skills used in college and careers,
including reasoning, planning, and communication, to make decisions and solve problems in applied
situations involving numerical reasoning, probability, statistical analysis, finance, mathematical selection, and
modeling with algebra, geometry, trigonometry, and discrete mathematics.
(2)
Analyzing numerical data. The student analyzes real-world numerical data using a variety of quantitative
measures and numerical processes.
(3)
Analyzing information using probability. The student analyzes and evaluates risk and return in the context
of real-world problems.
(4)
Critiquing applications of statistics. The student makes decisions based on understanding, analysis, and
critique of reported statistical information and statistical summaries.
(5)
Conducting statistical analyses. The student applies statistical methods to design and conduct a study that
addresses one or more particular question(s).
(6)
Communicating statistical information. The student communicates the results of reported and studentgenerated statistical studies.
(7)
Mathematical decision making in ranking and selection. The student analyzes the mathematics behind
various methods of ranking and selection.
(8)
Modeling data. The student models data, makes predictions, and judges the validity of a prediction.
(9)
Modeling change and relationships. The student uses mathematical models to represent, analyze, and solve
real-world problems involving change.
(10)
Mathematical decision making in finance. The student creates and analyzes mathematical models to make
decisions related to earning, investing, spending, and borrowing money to evaluate real-world situations.
(11)
Network modeling for decision making. The student uses a variety of network models represented
graphically to organize data in quantitative situations, make informed decisions, and solve problems.
(12)
Modeling with geometric tools. The student uses a variety of tools and methods to represent and solve
problems involving static and dynamic situations.
www.utdanacenter.org/aqr
Factsheet for Texas school districts, Summer 2012