A Comparison of Performance and Attitudes Between Students Enrolled in College Algebra vs. Quantitative Literacy (original) (raw)

Abstract

The article explores the efficacy of a Quantitative Literacy course in preparing students for potential outcomes in traditional College Algebra course. It notes that the establishment of the course is aimed at providing students with alternative to college algebra, and facilitating their understanding on mathematics that they encounter in daily situations. Moreover, it indicates the significance of Quantitative Literacy course in elevating students' perceptions on the usefulness of mathematics.

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