ASSESSING THE IMPROVEMENT IN LOGICAL REASONING OF STUDENTS ENROLLED IN “NUMBERS FOR LIFE” COURSE AT MCMASTER UNIVERSITY
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
To be numerate is to have the ability to understand numbers and be confident with numeric information presented in day-to-day situations. The way numeracy is defined varies between researchers; however, most agree that having skills in numeracy is essential to function in the world. In order to provide students with the opportunity for exposure to basic numeracy skills, McMaster University’s course Math 2UU3 – “Numbers for Life” is offered to non-mathematics major students in second year or above. To measure the effectiveness of this course, and to determine whether students retain the numeracy skills and knowledge acquired in the course, we developed a series of assessments with questions based on content learned throughout the semester. Students were tested three times – once before completing the course, once after completing the course, and once again a year later. This study focuses in on the logical reasoning aspect of numeracy which includes understanding logical structures and being able to work through problems rationally and systematically. The results from the study reveal that students who took the course and participated in completing the given assessments showed improvement with their logical reasoning skills significantly.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.008 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it