NASC 5700: Quantitative Reasoning in STEM Disciplines
COEd Mission: Developing Competent and Democratic Professionals
Class Information
Course CRN:
Room: Distance Education
Time: Varies Credits: 3
Semester: Summer 2008
Instructor Information
Dr. Robert Mayes
Office: 403 Wyoming Hall
Phone: (307)-766-3776
E-mail: rmayes2@uwyo.edu
Virtual Office Hours: TR 11:00-12:00
Texts and Readings: A variety of journal articles will also be required reading
Wiggins, G. & McTighe, J. (2005). Understanding by Design. Alexandria, Virginia: Association for
Curriculum Development
Steen, L.A. (2004). Achieving Quantitative Literacy: An Urgent Challenge for Higher Education. Washington,
DC: Mathematical Association of America.
Pre-requisite: Participation in the Mathematics and Science Partnership – QR STEM
Course Description: The course will engage teachers in exploring quantitative reasoning in the STEM
disciplines of Biology, Chemistry, Earth Science, Physics, Statistics and Mathematics. Teachers will work with
content faculty from each of these disciplines to explore quantitative reasoning underpinning key concepts in
the STEM disciplines. The teachers will participate in professional learning communities (PLC) to conduct a
lesson study in an area of quantitative reasoning. The primary outcome of the course will be diagnoses of
student needs, development of a curricular unit addressing that need, implementation of the unit, and evaluation
of the impact.
Outcomes/Standards: The goal of the course is to have teachers work in a PLC to study the impact of
quantitative reasoning on student learning in the STEM disciplines. Outcomes include:
 Implementation of Understanding by Design framework in developing a unit that measures student
understanding of quantitative reasoning in a STEM discipline
 Interpreting and applying state tests to inform instruction
 Action research into the current state of student understanding and the impact of a curricular
implementation
 Application of research in mathematics education to address a student area of high need
Projects/Assignments: Assessment for the course will include both formative and summative tasks.
 Development and implementation of a curricular unit developed using Understanding by Design
principles
 Assessment of teacher understanding of quantitative literacy, interpretation of mathematical models, and
creation of mathematical models in the STEM disciplines
 Discussion and application of model curricula and research to a student area of high need in mathematics
 Participation in online discussion groups
 Peer review of curricular units
Evaluation: Multiple forms of assessment will be used to measure understanding. The distribution of these
assessments is:
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Percent of Grade
40%
10%
20%
10%
20%
Assessment
Curricular Unit
Peer Review of Unit
Exams on quantitative reasoning
Research Review
Online discussions
The performance tasks and projects will be evaluated using a rubric, which will be distributed as projects are
assigned. The following grading scale will be used:
GRADING SCALE: A 100-90; B 89-80; C 79-70; D 69-60; F 59-0.
Disability Statement:
If you have a physical, learning, or psychological disability and require accommodations, please let the
instructor know as soon as possible. You must register with, and provide documentation of your disability to
University Disability Support Services (UDSS) in SEO, room 330 Knight Hall.
Social Justice:
The University of Wyoming is committed to social justice. We concur with that commitment and expect to
foster a nurturing learning environment based upon open communication, mutual respect, and nondiscrimination. Our University does not discriminate on the basis of race, sex, age, disability, veteran status,
religion, sexual orientation, color or national origin. Any suggestions as to how to further such a positive and
open environment in this class will be appreciated and given serious consideration.
Attendance/Participation Policy:
University sponsored absences are cleared through the Office of Student Life.
Academic Honesty:
The University of Wyoming is built upon a strong foundation of integrity, respect and trust. All members of the
university community have a responsibility to be honest and the right to expect honesty from others. Any form
of academic dishonesty is unacceptable to our community and will not be tolerated (UW General Bulletin).
Teachers and students should report suspected violations of standards of academic honesty to the instructor,
department head, or dean. Other University regulations can be found at:
http://uwadmnweb.uwyo.edu/legal/universityregulations.htm
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Course Calendar
June 12-14: Session 1
 What is Quantitative Reasoning (QR)?
 Introduction to Quantitative Literacy (QL)
 Content Specialist: QL in the STEM disciplines – real world examples
 Stage 1: Understanding by Design (UbD) – Enduring Understandings and Essential Questions
 Place-based learning
July 24-26: Session 2
 QR – Interpreting scientific models including functions, graphs, and tables
 Stage 2: UbD – Multiple forms of assessment and creating a performance task
 Content Specialist: Interpreting models in the STEM disciplines
 Statistical underpinnings of QR
August 7-9: Session 3
 QR – Mathematical and Statistical Modeling in the STEM disciplines
 Stage 3: UbD – Selecting activities with a UbD lense
 Content Specialist: Creating models in the STEM disciplines
 Mathematical underpinnings of QR
Fall 08 Implement and evaluate the QR STEM performance tasks in the classroom
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