High Ability, Hidden Gaps: Building Quantitative Reasoning amongst Singapore’s Mathematically Literate
Year: 2025
Type: article
Abstract: In Singapore, where primary and secondary students routinely top standardized worldwide mathematics examinations, a paradox emerges: when reaching university, many struggle to apply their skills critically in real-world contexts. This commentary examines the challenges and strategies involved in teaching quantitative reasoning (QR) to mathematically literate students in a top-ranking Singaporean university. While these students arrive well-trained in computation and procedural problem-solving, they often lack confidence and flexibility in ambiguous, data-driven decision-making. This article argues that fostering QR education is crucial not only for Singapore but for education globally, as QR skills underpin evidence-based reasoning within and across disciplines. Such an approach would involve embracing the novelty of QR, cultivating confidence through inquiry-based learning, building skills through authentic problem-solving, and fostering a collaborative environment where communication – perhaps over and above computation – is a core competency.
Source: Numeracy
Author: Rebecca M. Nichols
Institution: Nanyang Technological University
Language: English
Subfield: Applied Mathematics
Field: Mathematics
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4409873063