Numeracy project: Analysis of quantitative literacy and achievement in chemistry

CHED 515

Tom Neal, tom.neal@uwc.edu1, Caroline Geary, caroline.geary@uwc.edu2, and Douglas Weittenhiller1. (1) Department of Chemistry, University of Wisconsin-Baraboo/Sauk Co, Baraboo, WI 53193, (2) Department of Chemistry, University of Wisconsin-Manitowoc, Manitowoc, WI 54220
The University of Wisconsin Colleges Chemistry Department has been using ACS exams to assess learning by our chemistry students. The data we have collected is showing us that our chemistry students are performing at, or above, the national averages on a majority of topic areas. However, one relatively consistent area of weakness for our general chemistry students is their abilities to properly relate numbers to units, equations, and graphs. We have been involving chemistry and math instructors in the generation and implementation of ideas on how to improve “numeracy” among our students. We have used literature precedence to develop and administer a "numeracy" pre- and post-test. In this presentation we will discuss collective strengths and weaknesses revealed by the numeracy pre- and post-test, as well as how performance in numeracy correlates to overall course success, relationship to gender, University math placement results, and student status (first year, second year, etc.).
 

General Papers
1:00 PM-4:10 PM, Thursday, August 23, 2007 Seaport -- Flagship Room, Oral

Division of Chemical Education

The 234th ACS National Meeting, Boston, MA, August 19-23, 2007