This response provides brief comments on Quantitative Reasoning (QR) lead chapters ( Johnson, this volume; Petrosino, this volume), then offers comments on the Introduction (Duschl et al, this volume). My responses are guided by the research and development conducted through the Pathways Project 1 , an NSF supported initiative to develop environmental literacy learning progressions. The Pathways QR team led efforts to incorporate QR into the science learning progressions, culminating in the formation of a QR learning progression. Hence, the response is from the perspective of QR as defined in this project.