Numeracy Advancing Education in Quantitative Literacy Volume 5 Issue 1 Article 7 2012 Incorporating Quantitative Reasoning in Common Core Courses: Mathematics for The Ghost Map John R. Jungck Beloit College,
[email protected] Follow this and additional works at: https://scholarcommons.usf.edu/numeracy Part of the Mathematics Commons, and the Science and Mathematics Education Commons Recommended Citation Jungck, John R.. "Incorporating Quantitative Reasoning in Common Core Courses: Mathematics for The Ghost Map." Numeracy 5, Iss. 1 (2012): Article 7. DOI: http://dx.doi.org/10.5038/1936-4660.5.1.7 Authors retain copyright of their material under a Creative Commons Non-Commercial Attribution 4.0 License. Incorporating Quantitative Reasoning in Common Core Courses: Mathematics for The Ghost Map Abstract How can mathematics be integrated into multi-section interdisciplinary courses to enhance thematic understandings and shared common readings? As an example, four forms of quantitative reasoning are used to understand and critique one such common reading: Steven Berlin Johnson’s "The Ghost Map: The Story of London's Most Terrifying Epidemic - and How it Changed Science, Cities and the Modern World" (Riverhead Books, 2006). Geometry, statistics, modeling, and networks are featured in this essay as the means of depicting, understanding, elaborating, and critiquing the public health issues raised in Johnson’s book. Specific pedagogical examples and esourr ces are included to illustrate applications and opportunities for generalization beyond this specific example. Quantitative reasoning provides a robust, yet often neglected, lens for doing literary and historical analyses in interdisciplinary education. Keywords quantitative reasoning, interdisciplinary courses, common readings, public health issues Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License Cover Page Footnote John R.