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SUBJECTS/NURSERY/BASIC/Quantitative Reasoning

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COURSE DESCRIPTION

HOME FUN

Home fun is essential if the term’s syllabus is to be adequately covered. After the first week, children are given home fun, parents/ Guardians are expected to expect to ensure that home fun is done and communication books signed.

CLASS AVAILABLE / AGE

  • Crèche (Day care): 1 month- 1 year and 5 months.
  • Early learning: 1 year, 6 months – 3 years.
  • Nursery 1: 3- 4 years.
  • Nursery 2: 4- 5 years.
  • Basic 1: 6 years
  • Basic 2: 7 years
  • Basic 3: 8 years
  • Basic 4: 9 years
  • Basic 5: 10 years
  • Basic 6: 11 years

Developing Quantitative Reasoning Skills

A variety of organizations have put forward sets of broad QR learning goals that may be helpful in framing more specific QR learning goals for faculty members who are infusing QR throughout the curriculum. For example, the Association of American Colleges and Universities (AAC&U) has put forward a Quantitative Literacy Rubric that identifies a variety of important skills associated with quantitative literacy. These include: (a) Interpretation, i.e., the ability to explain information presented in mathematical forms [e.g., equations, graphs, diagrams, tables, words], (b) Representation, i.e., the ability to convert relevant information into various mathematical forms [e.g., equations, graphs, diagrams, tables, words], (c) Calculation, (d) Application/Analysis, i.e., the ability to make judgments and draw appropriate conclusions based on the quantitative analysis of data, while recognizing the limits of this analysis, (e) Assumptions, i.e., the ability to make and evaluate important assumptions in estimation, modeling, and data analysis, and (f) Communication, i.e., expressing quantitative evidence in support of the argument or purpose of the work [in terms of what evidence is used and how it is formatted, presented, and contextualized].

Many experts in the QR movement have articulated specific learning goals and/or embedded them within their definitions of QL/QR. For example, in the book Mathematics and Democracy, Steen and colleagues (2001: 8-9) outline a comprehensive portrait of several core elements of quantitative literacy including:

  • Confidence with Mathematics. Being comfortable with quantitative ideas and at ease in applying quantitative methods. Individuals who are quantitatively confident routinely use mental estimates to quantify, interpret, and check other information. Confidence is the opposite of “math anxiety”; it makes numeracy as natural as ordinary language.
  • Cultural Appreciation. Understanding the nature and history of mathematics, its role in scientific inquiry and technological progress, and its importance for comprehending issues in the public realm.
  • Interpreting Data. Reasoning with data, reading graphs, drawing inferences, and recognizing sources of error. This perspective differs from traditional mathematics in that data (rather than formulas or relationships) are at the center.
  • Logical Thinking. Analyzing evidence, reasoning carefully, understanding arguments, questioning assumptions, detecting fallacies, and evaluating risks. Individuals with such habits of inquiry accept little at face value; they constantly look beneath the surface, demanding appropriate information to get at the essence of issues.
  • Making Decisions. Using mathematics to make decisions and solve problems in everyday life. For individuals who have acquired this habit, mathematics is not something done only in mathematics class but a powerful tool for living, as useful and ingrained as reading and speaking.
  • Mathematics in Context. Using mathematical tools in specific settings where the context provides meaning. Notation, problem-solving strategies, and performance standards all depend on the specific context.
  • Number Sense. Having accurate intuition about the meaning of numbers, confidence in estimation, and common sense in employing numbers as a measure of things. Practical Skills. Knowing how to solve quantitative problems that a person is likely to encounter at home or at work. Individuals who possess these skills are adept at using elementary mathematics in a wide variety of common situations.
  • Prerequisite Knowledge. Having the ability to use a wide range of algebraic, geometric, and statistical tools that are required in many fields of post-secondary education.
  • Symbol Sense. Being comfortable using algebraic symbols and at ease in reading and interpreting them, and exhibiting good sense about the syntax and grammar of mathematical symbols.

 

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SUBJECTS

NURSERY

  • Numeracy
  • Literacy
  • Rhyme
  • Phonics
  • Creative Arts/ Coloring
  • General science
  • Handwriting
  • Social Habits
  • Quantitative Reasoning
  • Verbal Reasoning
  • Christian Religious Studies

BASIC

  • Mathematics
  • English Studies
  • Basic Science and Technology
  • Pre- Vocational
  • Quantitative Reasoning
  • Verbal Reasoning
  • National Value
  • Computer/ ICT
  • Phonics/ Diction
  • Creative Arts
  • Christian Religious Studies
  • French
  • Vocational Aptitude
  • Literature
  • Dictation/ spelling
  • Handwriting
  • Music
  • History

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