Parts of the Whole: Only Connect
This is the first of several columns that will focus on the mechanisms by which new ideas become accepted by a culture, offering some familiar examples, deriving basic principles from these examples, and applying them to the problem of promoting quantitative literacy in an educational system. In thi...
| Main Author: | |
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| Format: | Article |
| Language: | English |
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National Numeracy Network
2014-01-01
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| Series: | Numeracy |
| Subjects: | |
| Online Access: | http://scholarcommons.usf.edu/numeracy/vol7/iss1/art9/ |
| _version_ | 1818274292496859136 |
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| author | Dorothy Wallace |
| author_facet | Dorothy Wallace |
| author_sort | Dorothy Wallace |
| collection | DOAJ |
| description | This is the first of several columns that will focus on the mechanisms by which new ideas become accepted by a culture, offering some familiar examples, deriving basic principles from these examples, and applying them to the problem of promoting quantitative literacy in an educational system. In this essay we describe how new concepts become embedded in a culture through their connections to existing ideas, and use this principle to suggest strategies of discourse about numeracy that promote it among various constituencies in the culture. |
| first_indexed | 2024-12-12T22:11:32Z |
| format | Article |
| id | doaj.art-1971bcb9156448f08495dbfc3e5b4a8f |
| institution | Directory Open Access Journal |
| issn | 1936-4660 1936-4660 |
| language | English |
| last_indexed | 2024-12-12T22:11:32Z |
| publishDate | 2014-01-01 |
| publisher | National Numeracy Network |
| record_format | Article |
| series | Numeracy |
| spelling | doaj.art-1971bcb9156448f08495dbfc3e5b4a8f2022-12-22T00:10:14ZengNational Numeracy NetworkNumeracy1936-46601936-46602014-01-01719http://dx.doi.org/10.5038/1936-4660.7.1.9Parts of the Whole: Only ConnectDorothy Wallace0Dartmouth CollegeThis is the first of several columns that will focus on the mechanisms by which new ideas become accepted by a culture, offering some familiar examples, deriving basic principles from these examples, and applying them to the problem of promoting quantitative literacy in an educational system. In this essay we describe how new concepts become embedded in a culture through their connections to existing ideas, and use this principle to suggest strategies of discourse about numeracy that promote it among various constituencies in the culture.http://scholarcommons.usf.edu/numeracy/vol7/iss1/art9/education reformmemeticsquantitative literacyquantitative reasoningnumeracy |
| spellingShingle | Dorothy Wallace Parts of the Whole: Only Connect Numeracy education reform memetics quantitative literacy quantitative reasoning numeracy |
| title | Parts of the Whole: Only Connect |
| title_full | Parts of the Whole: Only Connect |
| title_fullStr | Parts of the Whole: Only Connect |
| title_full_unstemmed | Parts of the Whole: Only Connect |
| title_short | Parts of the Whole: Only Connect |
| title_sort | parts of the whole only connect |
| topic | education reform memetics quantitative literacy quantitative reasoning numeracy |
| url | http://scholarcommons.usf.edu/numeracy/vol7/iss1/art9/ |
| work_keys_str_mv | AT dorothywallace partsofthewholeonlyconnect |