Preparing Mathematicians / USA Today / Pearson Education Inc. / Thomson / /
Continent
America / /
Facility
College Board / University of Florida / Lynn Arthur Steen St. Olaf College / Wellesley College / Library of Congress Catalog Card Number / University of Arkansas / Laboratory Improvement Program / Bernard L. Madison University of Arkansas / Wingspread / J. William Fulbright College of Arts / Arizona State University / /
IndustryTerm
elementary and secondary school finance / /
Organization
Congress / J. William Fulbright College of Arts and Sciences / Conference Board for the Mathematical Sciences / Harvard University / National Science Foundation / American Statistical Association / Arizona State University / Mathematical Association / Association of American Colleges and Universities / Center for Arts and Cultural Policy Studies / Association of American Colleges / Mathematical Association of America / American Council of Learned Societies / Princeton University / Wellesley College / Conference Steering Committee / National Council on Education and the Disciplines / SUNY / University of Arkansas / Educational Testing Service / office of Academic Affairs / Teachers for Quantitative Literacy / University of Florida / St. Olaf College / Woodrow Wilson School of Public and International Affairs / College Board / Johnson Foundation / Woodrow Wilson National Fellowship Foundation / /
Person
Stanley Katz / Richard Scheaffer / Lynn Arthur Steen / Corrine Taylor / Milo Schield / Richard J. Shavelson / Woodrow Wilson / Carol Geary Schneider / Bernard L. Madison / Alan Tucker / Frank B. Murray / Robert Orrill / Joel Best / /
Position
author / president emeritus / Teacher / lead author / editor / President / National Numeracy / Professor emeritus / leader / Executive Director / Professor / President / Director / Senior Advisor / Professor of Mathematics / co-director / Chair / Director of the Quantitative Reasoning Program and Assistant Professor of Economics / Professor emeritus of Statistics / /
Calculation vs. Context Quantitative Literacy and Its Implications for Teacher Education The opinions expressed in this volume are those of the authors and do not represent positions or policies of the National Science