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It contrasts two related frameworks, CritQuant and QuantCrit, and argues that quantitative methodology is often taught with implicit assumptions of objectivity, without addressing oppressive histories and modern misuses. The paper proposes making learners aware of these issues and integrating critical theory perspectives to support more rigorous, socially just quantitative research in education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/critical-quantitative-literacy-an-educational-foundation-for-critical-quantitative-research/590256/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/critical-quantitative-literacy-an-educational-foundation-for-critical-quantitative-research/590256.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are CritQuant and QuantCrit frameworks, and how do they relate to quantitative research in education?","Question",{"text":112,"@type":113},"CritQuant and QuantCrit are described as distinct but compatible frameworks that apply critical perspectives to quantitative research in education. 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[https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nCritical Quantitative Literacy: An Educational Foundation for Critical Quantitative Research  \nMichael B. Frisby  \nGeorgia State University  \nEducation research has recently seen the emergence of two distinct frameworks guiding the application of quantitative methods through a more critical and equity-oriented lens. These two frameworks are critical quantitative (CritQuant) studies and quantitative critical race theory (QuantCrit). Although different in their intellectual traditions, they both acknowledge the oppressive history of quantitative methods and the need to improve the criticality of quantitative research in education. For applied quantitative research in education to become more critical, it is imperative that learners of quantitative methodology be made aware of its historical and modern misuses. This directive calls for an important change in the way quantitative methodology is taught in educational classrooms. Critical quantitative literacy (CQL) is introduced in this manuscript as a paradigm for teaching, learning, understanding, and applying quantitative methods in a way that supports the application of CritQuant and QuantCrit frameworks in educational research.  \nKeywords: CQL, critical quantitative literacy, critical theory, CritQuant, equity, mathematics education, QuantCRiT, quantitative education, quantitative methods, statistics  \nIntroduction  \nQuantitative research in the social sciences is undergoing a change. After years of scholarship on the oppressive history of quantitative methods, quantitative scholars are grappling with the ways that our preferred methodology reinforces social injustices (Zuberi, 2001). Among others, the emerging fields of CritQuant (critical quantitative studies) and QuantCrit (quantitative critical race theory; both articulated below) address these challenges through the application of critical perspectives to quantitative research, particularly within education (Tabron & Thomas, 2023) . Although these parallel frameworks have points of departure, they agree on a key issue: The application of quantitative methods should incorporate a more critical lens.  \nEducation toward quantitative methodology in many social science departments has prioritized quantitative literacy in the form of mathematics, programming, and highlevel interpretation, often taking the epistemological and ontological aspects of statistical methods for granted. Critical literacy, which regards the ability to read the world in ways that recognize and challenge systems that perpetuate injustice and inequality, is often developed in more qualitatively oriented courses where critical theories are introduced. Said another way, quantitative and critical literacies are seldom developed in tandem—something this manuscript aims to change by introducing and defining critical quantitative literacy. The gamut of quantitative methods education has,  \nuntil recently, been mostly uninformed by critical theory (Arellano, 2022) . Moreover, quantitative methods are often taught under the implicit assumptions that the methods are objective, and the numbers speak for themselves. These assumptions are false, harmful, and unnecessary, and they compromise the rigor of quantitative research in the social sciences (Garcia et al., 2018; Gillborn et al., 2018) .  \nThe history and critiques of quantitative methods are not new, and many scholars have admirably called for reconciliation between critical theory and quantitative methods (e.g., Dixon-Román, 2017) . Some scholars have encouraged the integration of Indigenous methodologies to challenge Western ethnocentric assumptions (e.g., J. D. Lopez, 2021; Smith, 2012","cbCaidxagDpOw3mt","https://ap.wps.com/l/cbCaidxagDpOw3mt","pdf",504865,13,"English","# Introduction\n## Critical quantitative literacy (CQL) framework\n## Keywords and aims of the manuscript\n## CritQuant and QuantCrit foundations\n## Critiques of traditional quantitative literacy\n## Teaching implications for quantitative methodology","[{\"question\":\"What are CritQuant and QuantCrit frameworks, and how do they relate to quantitative research in education?\",\"answer\":\"CritQuant and QuantCrit are described as distinct but compatible frameworks that apply critical perspectives to quantitative research in education. Both recognize the oppressive history of quantitative methods and emphasize improving the criticality of quantitative research.\"},{\"question\":\"Why does the manuscript argue that quantitative methodology teaching must change?\",\"answer\":\"The manuscript states that learners are often not made aware of historical and modern misuses of quantitative methods. It also criticizes common teaching assumptions that the methods are objective and that numbers “speak for themselves,” which it calls false and harmful.\"},{\"question\":\"How does CQL (critical quantitative literacy) support the teaching and application of quantitative methods?\",\"answer\":\"CQL is introduced as a paradigm for teaching, learning, understanding, and applying quantitative methods with critical, equity-centered awareness. It is defined as critically informed understanding of quantitative methodology’s scope, and its pedagogy can be adopted in introductory or advanced quantitative classrooms.\"}]","Critical Quantitative Literacy: An Educational Foundation for Critical Quantitative Research | PDF",1792069180,33]