Numeracy and the Education Value Chain

National Center For the Study of Adult Learning and Literacy, 2006

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.

2019

In this article, terms and the state of research on adult numeracy are compiled in a systematic way. The findings and theories are selected according to their relation to the German-language discourse of adult education and at the same time embedded in a historical context as well as in international discourse. Many recent findings confirm Jean Lave’s approach in that numeracy differs from school mathematics in the high relevance of rules of thumb and estimates as well as in less formal procedures. Numeracy is therefore often not understood as mathematics and remains rather invisible. Numeracy practices are based on social power relations. The assertion of one’s own interests is also based on numeracy—for example in financial literacy, in the health system or in the use of statistical data. Last but not least, numeracy skills and practices go hand in hand with better living conditions.

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.

Brock Education Journal

This essay describes the development of the word numeracy as it evolved from its initial use in 1959 to its current meaning today. Initially appearing in a British report to address mathematics education of teenage boys and girls, it was first used in relation to the word literate and defined as the ability with or knowledge of numbers. By the mid-1960s, the meaning shifted from computation of numbers to the ability to interpret data and make sense of the world through business, science, and technology. In the 1970s, numeracy was seen as a skill that was essential in life and by the turn of the twenty-first century, numeracy came to include the ability to reason. Numeracy was no longer seen simply in the area of mathematics but continued to permeate through all areas of study and furthermore, into daily life.

National Centre For Vocational Education Research, 2007

Thinking beyond numbers: Support document Contents Tables and figures Literature review The importance of numeracy in today's workplace Definitions and conceptions of numeracy The invisibility of numeracy in the workplace Numeracy in Australia's National Training Packages Numeracy skills for workers 'Essential' or 'generic' skills Questions about the essential skills approach The relationship between school mathematics and workplace numeracy10 Recommendations for further research arising from the literature References Consultation and support Key stakeholders Steering committee Critical friend Interview schedules Stakeholder interview schedule Worker interview schedule Frontline supervisor interview schedule Manager interview schedule Case studies Case study 1: Metals and More-a small manufacturer of metal products Case study 2: Vehicle Parts Victoria-an automotive manufacturing company Case study 3: Hillside Park-an aged care facility Stakeholder and case study managers interview analysis notes 'Essential' or 'generic' skills As well as generating lists of skills needed for particular professions, several national research projects have focused on encapsulating collections of desirable work qualities as 'essential skills' (see for example the Canadian Essential Skills Framework), often subsuming discussions about numeracy and literacy. For example, in Australia, numeracy is not specifically named in the Mayer Key Competencies but is generally considered as falling under the competency "Use mathematical ideas and techniques".

2001

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 ...

Reasoning, Communication and Connections in Mathematics, 2012

Outline • An Australian perspective on connections • What is 'numeracy'? • What does it have to do with mathematics? • Some Australian projects related to numeracy across the curriculum • Numeracy and the Australian Curriculum • Two other Australian connected activities Connections refer to the ability to see and make linkages among mathematical ideas, between mathematics and other subjects, and between mathematics and everyday life. This helps students make sense of what they learn in mathematics