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This text of the opening plenary address to the 2011 Summit of the Appalachian College Association and the meeting of the National Numeracy Network makes an argument that quantitative reasoning and writing should be taught together. The argument is set up by noting that humanists have historically banished quantitative issues from their study of the liberal arts and that science, engineering, and mathematics education suffers from lack of approaches to learning that promote complex, deeperdoi:10.5038/1936-46184.108.40.206 fatcat:kp7cflpspvej3iia3furqtg2ky