A Guide for Designing a Quantitative Literacy or Reasoning Curriculum

Authors

  • Shawna K. METZGER National University of Singapore
  • Philippe RAYNAL National University of Singapore

DOI:

https://doi.org/10.24112/ajsotl.63020

Abstract

In this article, we propose a guide for designing a quantitative curriculum in higher education institutions. Our guide consists of five key questions whose answers have substantial ramifications for the curriculum’s designers when it comes to finding an approach appropriate to the institutional context. We illustrate the utility of our design guide by walking through our own efforts to design a quantitative curriculum for the University Scholars Programme (USP), a multidisciplinary honours college at the National University of Singapore (NUS).

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Published

2016-05-01

How to Cite

METZGER, S. K., & RAYNAL, P. (2016). A Guide for Designing a Quantitative Literacy or Reasoning Curriculum. Asian Journal of the Scholarship of Teaching and Learning, 6(1), 77–98. https://doi.org/10.24112/ajsotl.63020

Issue

Vol. 6 No. 1 (2016)

Section

Articles

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Copyright (c) 2025 Asian Journal of the Scholarship of Teaching and Learning

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