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One desired outcome of introductory physics instruction is that students willdevelop facility with reasoning quantitatively about physical phenomena. Littleresearch has been done regarding how students develop the algebraic conceptsand skills involved in reasoning productively about physics quantities, whichis different from either understanding of physics concepts or problem-solvingabilities. We introduce the Physics Inventory of Quantitative Literacy (PIQL)as a tool for measuring quantitative literacy, a foundation of mathematicalreasoning, in the context of introductory physics. We present the developmentof the PIQL and evidence of its validity for use in calculus-based introductoryphysics courses. Unlike concept inventories, the PIQL is a reasoning inventory,and can be used to assess reasoning over the span of students' instruction inintroductory physics. Although mathematical reasoning associated with the PIQLis taught in prior mathematics courses, pre/post test scores reveal that thisreasoning isn't readily used by most students in physics, nor does it developas part of physics instruction--even in courses that use high-quality,research-based curricular materials. As has been the case with many inventoriesin physics education, we expect use of the PIQL to support the development ofinstructional strategies and materials--in this case, designed to meet thecourse objective that all students become quantitatively literate inintroductory physics.

The Physics Inventory of Quantitative Literacy: A tool for assessing mathematical reasoning in introductory physics