Summary
Contents
Subject index
This exciting collection is both useful and timely. It clearly lays out the problems, strategies and resources associated with the teaching of quantitative methods in modern universities.
Addressing the perceived ‘crisis of number’ in a practical and fresh way the book sets out dynamic new approaches to teaching quantitative methods. It offers historical, comparative, analytical reflection and empirical evidence concerning the crisis in contemporary social sciences.
Experts from across the social sciences provide a wide range of authoritative insights as well as a number of useful illustrations of strategies and resources designed to help overcome this ‘crisis of number’. Each chapter reflects the diversity of backgrounds and approaches within the social sciences making this an interdisciplinary, relevant addition to the subject.
The book also:
- focuses on innovations in how to teach quantitative research methods
- reports on the latest ESRC research projects on teaching quantitative methods
- locates itself within current debates about skills for employment.
Clear, engaging and original this book will be essential reading for those interested in learning and teaching quantitative methods.
How to Teach the Reluctant and Terrified to Love Statistics: The Importance of Context in Teaching Quantitative Methods in the Social Sciences
How to Teach the Reluctant and Terrified to Love Statistics: The Importance of Context in Teaching Quantitative Methods in the Social Sciences
It was widely reported in the British media in June 2008 that ‘a “lost generation” of mathematicians has cost the economy £9 billion’ (Woolcock, 2008: 9). This statistic precipitated a debate about standards of education and the impact of a decline in mathematics training in Britain, both of which concern us as social scientists. Perhaps just as worrying was the fact that the methodology for calculating this large number was unclear; and yet the finding was reported uncritically. ...
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