Introduction

In recent years the quantitative skills of students at every level have been the focus of discussions in both public and academic circles. The mathematician J. A. Paulos brought increased general visibility to the issues with his books, A Mathematician Reads the Newspaper (1995) and Innumeracy: Mathematical Illiteracy and Its Consequences (1988). Others, such as Steen (1997, 1998) and Kirsch and Jungeblut (1986), have also examined quantitative literacy and called for changes in education to improve the situation. As happens with any issue of such wide interest and debate, an important part of the discussion is the very definition of quantitative literacy. Recently, in The Case for Quantitative Literacy, Steen, et al (2001) summarized several perspectives on quantitative literacy. The MAA's project SAUM (Supporting Assessment in Undergraduate Mathematics) includes some work focused on this important matter.

We believe that quantitative literacy should not be separated from general literacy in mathematics. In our view, quantitative literacy should be addressed as a part of our aims to increase mathematical literacy at all levels. Assessment activities at North Dakota State University (NDSU) reflect this perspective.

The Mathematics Department has developed a comprehensive assessment process that examines student learning in (a) services courses, (b) the major, and (c) the masters and PhD program. The most ambitious component, established in part with external funding, examines the introductory mathematics courses in conjunction with the NDSU general education program.