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Abstract
Quantitative methods (QM) are characterised as āhard to teachā and often marginalised in undergraduate Sociology curricula particularly in the UK, due to many factors, including studentsā attitudes towards numbers. This can lead QM to be viewed by students as not mainstream Sociology. This article argues that QM can support Sociology graduate futures due to clear transferable skills. But QM must be taught in a way that does not ātriggerā studentsā negative dispositions towards the subject. This article, using the example of a large introductory undergraduate QM module, outlines a pedagogic approach that addresses studentsā attitudes to QM, while building learner confidence. Key elements of this approach to QM include storytelling, relevance, support and value. This article ends with a discussion of the efficacy of this framework based on a two-year evaluation.
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Numbers are "triggering" because they describe objective reality, which leaves no room for "lived experience."














