The relationship between wealth and loneliness among older people across Europe: Is social participation protective?

Objective: 1. Examine the relationship between household wealth, social participation and loneliness among older people across Europe. 2. Investigate whether relationships vary by type of social participation (charity/volunteer work, sports/social clubs, educational/training course, and political/community organisations) and gender. 3. Examine whether social participation moderates the association between wealth and loneliness. Methods: Data (N = 29,795) were taken from the fifth wave of the Survey of Health, Ageing and Retirement in Europe (SHARE), which was collected during 2013 from 14 European countries. Loneliness was measured using the short version of the Revised-University of California, Los Angeles (R-UCLA) Loneliness Scale. We used multilevel logistic models stratified by gender to examine the relationships between variables, with individuals nested within countries. Results: The risk of loneliness was highest in the least wealthy groups and lowest in the wealthiest groups. Frequent social participation was associated with a lower risk of loneliness and moderated the association between household wealth and loneliness, particularly among men. Compared to the wealthiest men who often took part in formal social activities, the least wealthy men who did not participate had greater risk of loneliness (OR = 1.91, 95% CI: 1.44 to 2.51). This increased risk was not observed among the least wealthy men who reported frequent participation in formal social activities (OR = 1.12, 95% CI: 0.76 to 1.67). Conclusion: Participation in external social activities may help to reduce loneliness among older adults and potentially acts as a buffer against the adverse effects of socioeconomic disadvantage

College Students’ Numeracy Events in Discussing Public Issues

An important consideration in the design and development of numeracy-focused coursework is ensuring that one meets students where they are with respect to both their mathematics background and their existing numeracy practices in relation to public issues. The latter consideration is especially important, given that students already think about such issues in their daily lives, long before we use them as a means for motivating quantitative exploration in the classroom. In this article, I report on a qualitative study of eight college students’ numeracy events—that is, events mediated in some way by quantification–when reasoning in focus groups with three distinct media artifacts concerning public issues. Core findings from the work are that (1) students in the study leveraged their identities and background knowledge to think about and discuss public issues (which corroborates existing research), and (2) numeracy events, when they did occur, primarily consisted of one-time references to or acknowledgements of quantitative information in the article, rather than active use or manipulation of such information. I end by discussing implications of these findings as well as future avenues for research

Connecting Numbers with Emotion: Review of \u3cem\u3eNumbers and Nerves: Information, Emotion, and Meaning in a World of Data\u3c/em\u3e by Scott Slovic and Paul Slovic (2015)

Scott Slovic and Paul Slovic (Eds.). Numbers and Nerves: Information, Emotion, and Meaning in a World of Data (Corvallis, OR: Oregon State University Press, 2015). 272 pp. ISBN 978-0-87071-776-5. It is common to view quantitative literacy as reasoning with respect to numbers. In Numbers and Nerves, the contributors to the volume make clear that we should attend not only to how students consciously reason with numbers, but also how our innate biases influence our actions when faced with numbers. Beginning with the concepts of psychic numbing, and then psuedoinefficacy, the contributors to the volume examine how our behaviors when faced with large numbers are often not mathematically rational. I consider the implications of these phenomena for the Numeracy community

Bite-Sized Quantitative Reasoning Essays: A Review of \u3cem\u3eNumbers Don’t Lie: 71 Stories to Help Us Understand the Modern World\u3c/em\u3e (2020), by Vaclav Smil

In Numbers Don’t Lie: 71 Stories to Help Us Understand the Modern World (2020), Vaclav Smil draws on his interdisciplinary background in science, public policy, and history to provide readers with 71 short essays that help us better understand aspects of the world–including its people, environment, energy consumption, and present crises (among other things). In most of his essays, Smil utilizes both data and reasoning with data to shed light on diverse topics, with issues ranging from happiness rankings and vaccine payoffs to chicken production and diesel engines. Though the book arguably has some flaws, its easy-to-digest essays–many of which use tools we often teach in quantitative reasoning courses–provide excellent case studies for instructors to use in the classroom

Quantitative Literacy for the Future Flourishing of our Students: A Guiding Aim for Mathematics Education

In this essay, I examine the extent to which mathematics education and education for quantitative literacy support students’ present and future flourishing, a concept that entails realizing objective goods in a life lived from the inside. This perspective requires disentangling philosophical assumptions about the aims of mathematics education, which—in the context of flourishing—I take to be a hybrid of those that have informed curricular discussions over the past two centuries. In the process, I problematize ( make strange ) many of the common reasons given for students learning mathematics, including: learning it for one’s career, for one’s logical reasoning skills, or for its own sake. My conclusion is that, through the end of compulsory schooling, all students should take coursework that fosters quantitative literacy, or the ability and disposition to use, interpret, and criticize numbers as they manifest in daily life. In addition, in the same environment, traditional mathematics should be included and compulsory up to grade eight, but afterward required only insofar as it is necessary for fulfilling one’s goals. I pursue this line of argument with full cognizance of sociopolitical elements of mathematics education and other challenges in implementation, noting that appealing to consequences—while fine as a justification for avoiding change in the short-term—is not a tenable justification for doing so in the long-term. I challenge readers to reflect on our ability to empower students for future flourishing, and to consider the role that mathematics has in doing so

Calculus of the Impossible: Review of \u3ci\u3eThe Improbability Principle\u3c/i\u3e (2014) by David Hand and \u3ci\u3eThe Logic of Miracles\u3c/i\u3e (2018) by Lásló Mérő

David J. Hand. 2014. The Improbability Principle: Why Coincidences, Miracles, and Rare Events Happen Every Day (New York, NY: Scientific American/Farrar, Straus and Giroux) 288 pp. ISBN: 978-0374175344. Lásló Mérő. 2018. The Logic of Miracles: Making Sense of Rare, Really Rare, and Impossibly Rare Events (New Haven, CT: Yale University Press) 288 pp. ISBN: 978-0300224153. David Hand and Lásló Mérő both grapple with the occurrence of seemingly impossible events in these two popular science books. In this comparative review, I describe the two books, and explain why I prefer Hand\u27s treatment of the impossible

Review of Case Studies for Quantitative Reasoning: A Casebook of Media Articles by Bernard L. Madison, Stuart Boersma, Caren L. Diefenderfer, and Shannon W. Dingman

Bernard L. Madison, Stuart Boersma, Caren L. Diefenderfer, and Shannon W. Dingman. Case Studies for Quantitative Reasoning: A Casebook of Media Articles (Pearson Learning Solutions, 2012). 215 pp. ISBN 9781256512875. Concisely organized and timely to a tee, Case Studies for Quantitative Reasoning contains a wealth of articles and exercises to promote higher-order thinking in any course where quantitative literacy is a goal. The text is a self-contained package complete with just enough mathematics to ensure that all students can join in. It contains a total of twenty-four case studies, each of which highlights how numbers appear in day-to-day media. The text is broken into six broad mathematical topics, each of which includes any background mathematics necessary for reading. Each individual study includes warm-up exercises and follow-up questions that demand critical thinking. Notwithstanding the elementary mathematics prerequisite to read the text, the topics and questions are sufficiently challenging to keep a class – and accompanying instructor – engaged for an entire semester

Models as Weapons: Review of \u3cem\u3eWeapons of Math Destruction: How Big Data Increases Inequality and Threatens Democracy\u3c/em\u3e by Cathy O’Neil (2016)

Cathy O’Neil. 2016. Weapons of Math Destruction: How Big Data Increases Inequality and Threatens Democracy (New York, NY: Crown) 272 pp. ISBN 978-0553418811. Accessible to a wide readership, Cathy O’Neil’s Weapons of Math Destruction: How Big Data Increases Inequality and Threatens Democracy provides a lucid yet alarming account of the extensive reach of mathematical models in influencing all of our lives. With a particular eye towards social justice, O’Neil not only warns modelers to be cognizant of the effects of their work on real people—especially vulnerable groups who have less power to fight back—but also encourages laypersons to take initiative in learning about the myriad ways in which big data influences their lived experiences. In this review, I highlight O’Neil’s core argument and provide beginning thoughts on how the Numeracy community might take up the book moving forward

Words Matter: Discourse and Numeracy

Here I discuss elements of critical discourse analysis (CDA) and their importance in relation to quantitative literacy (QL). Through an overview of theory, synthesis of research, and examples, I argue that the discursive nature of textbooks has a nontrivial impact on students\u27 mathematical dispositions - an important component of QL. In particular, texts are a means of disseminating the culture of mathematics, one which has a tendency to paint mathematics as esoteric and male-dominated. Such a characterization has profound implications for the numeracy community, one of which is that we cannot assume that changes in curriculum are sufficient for effecting QL -- simply transitioning to more contextualized mathematics is not enough. Furthermore, it is critical that we examine our own discourse--whether spoken or through text--for ways in which we may be implicitly or explicitly prolong a view of mathematics in which students have little agency

Models as Weapons: Review of Weapons of Math Destruction: How Big Data Increases Inequality and Threatens Democracy by Cathy O’Neil (2016)

Cathy O’Neil. 2016. Weapons of Math Destruction: How Big Data Increases Inequality and Threatens Democracy (New York, NY: Crown) 272 pp. ISBN 978-0553418811. Accessible to a wide readership, Cathy O’Neil’s Weapons of Math Destruction: How Big Data Increases Inequality and Threatens Democracy provides a lucid yet alarming account of the extensive reach of mathematical models in influencing all of our lives. With a particular eye towards social justice, O’Neil not only warns modelers to be cognizant of the effects of their work on real people—especially vulnerable groups who have less power to fight back—but also encourages laypersons to take initiative in learning about the myriad ways in which big data influences their lived experiences. In this review, I highlight O’Neil’s core argument and provide beginning thoughts on how the Numeracy community might take up the book moving forward