# Faculty Resources

### "To help students become numerate, teachers must encourage them to see and use mathematics in everything they do. Numeracy is driven by issues of importance to people in their lives and work, not by future needs of the few who may make professional use of mathematics or statistics. In teaching quantitative literacy, content is inseparable from pedagogy and context is inseparable from content. Fortunately, because numeracy is ubiquitous, opportunities abound to teach it throughout the curriculum. Only by encountering the elements and expressions of numeracy in real contexts that are meaningful to them will students develop the habits of mind of a numerate citizen. Like literacy, numeracy is everyone's responsibility."

"To help students become numerate, teachers must encourage them to see and use mathematics in everything they do. Numeracy is driven by issues of importance to people in their lives and work, not by future needs of the few who may make professional use of mathematics or statistics. In teaching quantitative literacy, content is inseparable from pedagogy and context is inseparable from content. Fortunately, because numeracy is ubiquitous, opportunities abound to teach it throughout the curriculum. Only by encountering the elements and expressions of numeracy in real contexts that are meaningful to them will students develop the habits of mind of a numerate citizen. Like literacy, numeracy is everyone's responsibility."

**-Excerpted from ****The Case for Quantitative Literacy****, Lynn Arthur Steen**