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<div>Dear colleagues and friends of QL-</div>
<div><br></div>
<div>I'm writing to urge you to attend our spring fling - the
fifteenth annual NECQL Meeting in Boston on Saturday, March 19, at
UMASS Boston.</div>
<div><br></div>
<div>Maura Mast has put together a super program featuring a talk by
Deborah Hughes Hallet (I've copied the agenda below) and we are hoping
for a great turnout.</div>
<div><br></div>
<div>Hope to see you there, compare notes, plan for the future.</div>
<div><br></div>
<div>Happy spring?</div>
<div><br></div>
<div>Judy</div>
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<div>PS the website has directions and lots of information in a much
more presentable form than my copy below. Check it out: -
and<font color="#FF0000"> please REGISTER!</font></div>
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<div>http://quantitativereasoning.net/necql15-agenda/</div>
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NECQL XV - Agenda<br>
Northeast Consortium on Quantitative Literacy<br>
XVth annual meeting<br>
UMass Boston<br>
<br>
Saturday, March 19, 2011<br>
<br>
Agenda<br>
<br>
* 9:00 Arrival and continental breakfast<br>
* 9:30 Morning Session<br>
Climate Change: What Do the Data
Suggest?<br>
Deb Hughes Hallet<br>
dhh@math.arizona.edu<br>
Deborah_Hughes_Hallett@Harvard.edu<br>
Predictions of climate change are based
on mathematics and statistics, yet they are not universally accepted.
The public controversy shows the need for an evidence-based
discussion. Students can be motivated to participate in that
discussion, and hence to learn the mathematics underpinning the
predictions, since they know they may find themselves managing major
changes in society, some devastating, if those predictions are
correct.<br>
<br>
* 10:30 Break<br>
* 11:00 Panel discussion<br>
* 12:00 Lunch<br>
* 1:00 Afternoon Sessions (perhaps parallel)<br>
o Ethan Bolker
and Maura Mast</div>
<div><br>
o Common Sense:
a ten year plan for quantitative literacy</div>
<div><br>
o Several years
ago we started to collaborate on an approach to teaching quantitative
reasoning that addressed the question "what do we want our students
to remember ten years from now?" rather than "what should
the syllabus cover?" Starting with that question
dramatically changed both what and how we teach. The course and the
text we have developed incorporates what we have learned about helping
students bring common sense and common knowledge and appropriate
useful memorable mathematics to bear when facing genuine questions
that require them to make sense of numbers.We will discuss our
approach and some student responses to it. We'll also provide you
with a draft of our nearly complete manuscript.<br>
</div>
<div> * 3:30 Discussion to plan NECQL XVI<br>
</div>
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