The Components of Numeracy. NCSALL Occasional Paper

ZDM

This survey paper examines selected issues related to the intersection of three broad scholarly areas: numeracy, adult education, and vulnerability. Numeracy encompasses the ways in which people cope with the mathematical, quantitative, and statistical demands of adult life, and is viewed as an important outcome of schooling and as a foundational skill for all adults. The focus on vulnerability stems from the realization that concerns of policy makers and educators alike often center on populations seen as vulnerable. The paper is organized in five sections. After a brief introduction, Section 2 examines adult numeracy, focusing on five numeracy domains (health, financial, digital, civic, and workplace numeracy), literacynumeracy linkages, functional and critical aspects of numeracy, and the centrality of numeracy practices, and notes sources of vulnerability for each of these. Section 3 sketches formal, non-formal and informal contexts in which adults learn or develop their numeracy, and examines factors that may be potential sources of vulnerability, including systemic factors and dispositional and affect factors. Section 4 reflects more broadly on the concept of vulnerability, introduces selected aspects of the papers published in this issue of ZDM Mathematics Education, and points to findings regarding adult learners who may be deemed vulnerable. The closing section summarizes conclusions and research directions regarding the intersection of the three core domains. Overall, the paper points to emerging research needs and educational challenges that are relevant to scholars, practitioners, and policy makers interested in developing the numeracy of adults as well as in the mathematics education of younger learners.

OECD Education Working Papers

This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. 2 │ EDU/WKP(2018)13 NUMERACY PRACTICES AND NUMERACY SKILLS AMONG ADULTS Unclassified OECD Education working papers series OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

2017

In the 2012 PIAAC Survey of Adult Skills of 23 industrialised countries, the UK (England & NI) scored below average on adult numeracy. Several recommendations focus on the need for (some) individuals in the population to undergo training. Yet, even in “high-performing countries” like the Netherlands, many adults (1.5M) score at or below PIAAC Level 1 (sometimes designated as “functionally innumerate”). The question arises as to how all of these people manage in important domains of their lives. In this article we aim to consider the context of the exercise of numeracy by adults, drawing on earlier research in mathematics education. We examine a recent conception of an adult’s ‘literate environment’ (EU HLG on Literacy, 2012), and extend this to reflect on the idea of an adult’s ‘numerate environment’. We consider the range of practices that particular adults may engage in, and the demands that these may make on the adult, the affordances the practices may offer; the latter include t...

National Centre For Vocational Education Research, 2005

2009

This report provides an overview of existing research on adult numeracy, with a strong focus on the United Kingdom but also including other countries. The emphasis is on poor numeracy: its antecedents and effects, teaching and learning to overcome it, and the potential use of ICT and mobile technologies in that pursuit.

Adult Skills in Focus

2020

The purpose of this chapter is to develop an inclusive and coherent discussion about research developments within numeracy while, at the same time, highlighting the contributions of its different facets. These facets include two broad contexts in which numeracy development and practices take place, schooling/initial teacher education and the workplace, and two centred on specific areas of mathematical content, statistical and financial literacy. Research in this review is analysed through the dimensions of the Model of Numeracy for the 21st Century—contexts, mathematical knowledge, tools, dispositions and critical orientation. The chapter concludes with a discussion of potential new directions for numeracy research.

1998

This study involved examining the nature and scope of numeracy, distilling out the important features, and representing these features in sample numeracy materials. The paper examines the precise nature of numeracy and its scope in enhancing the educational experiences of adult learners. It is intended to discuss the characteristics of the adult learner-those that help learning and those that may potentially hinder the learning process. A set of guidelines are outlined which include suggestions for guiding the development of literature and the findings of an evaluation process which was undertaken among practicing adult numeracy tutors. (Contains 58 references.) (ASK) Reproductions supplied by EDRS are the best that can be made from the original document.

2004

If we take as our starting point the quite reasonable proposition that numeracy is "having the competence and disposition to use mathematics to meet the general demands of life at home, in paid work, and for participation in community and civic life" (Willis 1992) then what 'being numerate' means becomes quite problematic. Even a cursory glance at work, tertiary, training and school curricula demonstrate the significant mathematical demands that are made on workers and students in order that they do their 'work' well. Numeracy certainly means more than having competence with a set of basic mathematical skills. This has serious implications for all teachers who are preparing young people for life, learning and the workplace. In this paper we propose a Numeracy Framework as a way of describing numeracy, diagnosing learning issues, supporting teacher planning and for teaching to students and workers so that they can choose to learn how to act numerately. While this framework has been developed in consultation with teachers in primary and secondary schools in Australia it builds on work previously done in work, training and school sites on Key Competencies particularly 'Using mathematical ideas and techniques in practical settings'. Requiring teachers across the curriculum to take numeracy seriously cannot in the end make demands on them that are unrealistic, too complex, too time consuming, and take them so far away from their core work as to compromise both their area and numeracy. Some practical ways of adopting this framework for use by teachers are briefly outlined. Numeracy -more than being able to do some basic computations It seems that numeracy is finally being taken seriously by education and training sectors and systems around the world. However there still does not seem to be a shared understanding of what numeracy 'is'. People perceive and describe numeracy in many different ways. A wide variety of terms is used almost interchangeably with numeracy.

1996

This report identifies 13 instructional strategies for teaching adult numeracy skills that address issues of assessment, development of mathematical skills, and development of problem-solving skills. The rationale and suggestions regarding the following 13 instructional principles are described: address and evaluate attitudes and beliefs about learning and using math; determine what students already know about a topic before starting instruction; develop understanding by providing opportunities to explore ideas with representations and hands-on activities; encourage development and practice of estimation skills; emphasize mental math as a legitimate alternative computational strategy and encourage development of mental math skills; view computation as a tool for problem solving; cicourage use of multiple solution strategies; develop students' calculator skills and foster familiarity with computer technology; provide opportunities for group work; link numeracy and literacy instruction; situate problem-solving tasks within meaningful, realistic contexts; develop students' skills in interpreting numerical or graphical information in documents and text; and assess a broad range of skills, reasoning processes, and dispositions, using a range of methods. A final section discusses implications, namely that their implementation will necessitate a reevaluation and redefinition of teachers' roles within the classroom and will require both collegial and institutional support. (Contains 33 references.) (YLB) Reproductions supplied by EDRS are the best that can be made from the original document.

Adelaide: Australian Association of Mathematics …, 2000

Executive Summary A capacity for numerate behaviour is important for all school students for ongoing education, employment, private and civic adult lives. Numeracy is having the disposition and critical ability to choose and use appropriate mathematical knowledge ...

2008

highlights how the research contributed to the adult language, literacy and numeracy sector through its primary focus on the needs of practitioners and individuals. The report draws attention to the gaps in the body of knowledge of literacy and numeracy issues. The place of literacy and numeracy within the current policy focus on social inclusion and skills reform is also highlighted. Key messages A clearly articulated policy framework is needed to provide a vision for adult literacy and numeracy skills development for the future. Although there are a number of successful adult literacy and numeracy skills development programs in place, as well as a wealth of information to draw on, a lack of strategic planning has led to a fragmented approach and inconsistencies in the development and delivery of programs. Strategies are needed to raise awareness among key decision-makers to ensure that adult literacy and numeracy is seen as a mainstream concern and not merely an issue for a minority of people. This may entail the adoption of simpler concepts and terminology, and a move from talking about literacy and numeracy to discussing core or foundation skills.

Encyclopedia of the UN Sustainable Development Goals, 2020

ZDM, 2015

A discussion on "numeracy at work" must at least describe what is meant by "numeracy" and "work". The terms "numeracy" and "work" share the characteristic of being used in a variety of ways. Even with a plethora of definitions of "numeracy" (e.g. Coben et al. 2003; FitzSimons & Wedege 2007, OECD 2013a; Lidenskov & Wedege 2001), the different understandings of "numeracy" share certain aspects. These common aspects of numeracy are well captured by the definition given by the Programme for International Assessment of Adult Competencies (PIAAC), which takes numeracy as "the ability to access, use, interpret and communicate mathematical information and ideas, in order to engage in and manage the mathematical demands of a range of situations in adult life". Under the PIAAC definition, numerate behaviour "involves managing a situation or solving a problem in a real context by responding to mathematical information and content represented in various ways" (OECD 2013a, p. 26). From this definition, we can easily identify two important aspects of numeracy. Numeracy is closely linked to mathematics, it contains some sort of mathematics. But numeracy is not reduced to mathematical content knowledge. Numeracy also covers the use or the application of mathematics in (adult) life. This concept of numeracy is similar to that proposed by FitzSimons et al. (1996), who claim that "being numerate means having developed certain basic mathematical skills applicable to various situations in everyday life" (p. 756). An additional feature to this understanding of the concept of numeracy is identified by Wedege & Lindenskov (2001). "Numeracy consists of functional mathematical Abstract With a broad understanding or definition of "work" as something that includes unpaid labour, this paper examines the relationship between numeracy and work, and analyses specific forms and constraints of workplace related numeracy. This is done by highlighting and commenting on existing literature that focuses on the role of workplace mathematics and the identification of vocational mathematics. Following a numeracy framework suggested by Goos et al. (2014), the paper analyses three case studies, and pays special attention to mathematical knowledge, dispositions to mathematics, and the role of tools in industrial contexts. Workplace related mathematics often mixes mathematical and extra-mathematical knowledge and procedures into one "instrument", hiding and/or changing mathematics as it is encountered in or known from classrooms. Insights gained from case studies are complemented by an analysis of the PIAAC survey study. The paper leads to four major results, including a comment on the use of the term "numeracy" and a remark on "critical orientation" of numeracy from a workplace perspective.

2005

The remit of this 21-month empirical project was to explore what makes numeracy teaching meaningful to adult learners. The study breaks new ground in looking in depth at this issue with respect to adults. The project began in December 2002, based in three colleges of [further education] FE in different geographical areas in England. Integral to the project were three [teacher-researchers] TRs based in each of the three colleges, who worked on the project for approximately one day each week. They collaborated in the design of the project, in the conduct of the fieldwork and took part in the analysis. The project investigated four adult numeracy classes, three day classes and one evening class, with 80 students in total, who were working between entry level 1 and level 2. The two principal methods of data collection were semi-participant observation within the classroom and loosely structured interviews. The study explored a particular and limited cohort of adult learners: these were ...