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Abstract Title: PIQL: Measuring Physics Quantitative Literacy using Multiple-Choice/Multiple-Response Questions
Abstract: In an effort to improve the quality of citizen engagement in workplace, politics, and other domains in which quantitative reasoning plays an important role, Quantitative Literacy (QL) has become the focus of considerable research and development efforts in mathematics education. QL is characterized by sophisticated reasoning with elementary mathematics. In this project, we extend the notions of QL to include the physics domain and call it Physics Quantitative Literacy (PQL). We report on early stage development from a collaboration that focuses on reasoning inventory design and data analysis methodology for measuring the development of PQL across the introductory physics sequence. We have piloted a prototype assessment designed to measure students' PQL in introductory physics: Physics Inventory of Quantitative Literacy (PIQL). This prototype PIQL focuses on two components of PQL --  proportional reasoning, and reasoning with negative quantities. We present preliminary results from 1,000 undergraduate and 22 graduate students.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B82

Author/Organizer Information

Primary Contact: Trevor I. Smith
Rowan University
Co-Author(s)
and Co-Presenter(s)
Suzanne White Brahmia, University of Washington
Alexis Olsho, University of Washington
Andrew Boudreaux, Western Washington University