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Teaching and even designing a numeracy course in university is certainly not like teaching a mathematics course. Curriculum, goals, focus, examples, prerequisites, and especially students are all very, very different. This is why, in this commentary, I explore questions such as what is numeracy, who is numerate, why teach numeracy, what is the difference between a mathematics task and a numeracy task, and how to create a numeracy curriculum. I share my work and observations in the numeracy course that I have taught. Discussions and examples are provided for instructors to gain a better grasp on how to think about and teach numeracy and to help their students develop and improve numeracy skills. My perspectives are drawn from my own personal experiences teaching mathematics and numeracy and writing numeracy tasks, as well as research and collaborations with both mathematics and numeracy educators.

Children will learn to count quickly with this tactile board book that also features rhyming text, and encourages parent and baby interaction.

This tutor pack and accompanying student guide covers the Basic Skills curriculum in numeracy specifically for childcare students at further education (FE) level. The pack offers the busy tutor all they need to teach their childcare students numeracy.

\"Each page of this interactive counting book incorporates large, grooved numbers, complete with directional arrows, for children to finger-trace. Lift the flap to discover what lies underneath and practice counting\"--Page 4 of cover.

Historically, numeracy has tended to be forgotten and overlooked in adult education, especially compared to literacy. Yet evidence exists to show that numeracy should be made a priority, and that building the foundational numeracy skills of young people and adults is vital for their well-being in work and life in the 21st century. In the past three decades, there has been an increasing awareness of the role and importance of mathematics and numeracy skills in adult life. This concerns every adult as an individual, as a member of society and as a worker, and how proficiency in these areas is critical in underpinning the skills necessary to negotiate the challenges of 21st-century life. This article describes how this growing understanding and awareness of numeracy has been enhanced through the evolution of the assessment of numeracy in international adult skills surveys. It began with the International Adult Literacy Survey (IALS) in the 1990s, continued with the Adult Literacy and Lifeskills (ALL) survey in the mid-2000s, and in 2011 finally led to the Programme for the International Assessment of Adult Competencies (PIAAC). The latter’s second cycle is due to start collecting data in 2021–2022 and the results are due to be published in 2023. The development and ongoing refinement of the theoretical frameworks and constructs that underpin these programmes and the assessments themselves, alongside the research based on the rich data of empirical and background information emerging from these surveys, have contributed significantly to our knowledge and understanding of numeracy in people’s lives. Évolution de l’apprentissage du calcul, de la littératie quantitative à la numératie: les enseignements des évaluations internationales – Historiquement, l’éducation des adultes a eu tendance à oublier et à négliger l’apprentissage du calcul, par rapport à l’alphabétisation notamment. Toutefois, certains éléments prouvent qu’il faudrait faire de l’apprentissage du calcul une priorité et qu’au 21e siècle, il est crucial de développer les compétences arithmétiques de base des jeunes et des adultes pour leur bien-être professionnel et privé. Ces trois dernières décennies, on s’est de plus en plus rendu compte du rôle et de l’importance des compétences mathématiques et arithmétiques à l’âge adulte. Ceci s’applique à tous les adultes en tant qu’individus, membres de la société et travailleurs, et à la mesure dans laquelle la maîtrise de ces disciplines est essentielle comme base des compétences nécessaires pour faire face aux défis de la vie au 21e siècle. Cet article décrit comment la compréhension et la sensibilisation croissantes à l’égard de l’apprentissage du calcul se sont améliorées grâce à l’évolution de l’évaluation de la numératie dans les enquêtes internationales sur les compétences des adultes, ce qui a commencé avec l’Enquête internationale sur l’alphabétisation des adultes (EIAA) dans les années 90, avant de continuer à la moitié des années 2000 avec l’Enquête sur l’alphabétisation et l’autonomie fonctionnelle des adultes (ALL) avant de conduire enfin en 2011 au Programme pour l’évaluation internationale des compétences des adultes (PIAAC). Le second volet de ce dernier doit démarrer en 2021-2022 avec la collecte de données, la publication des résultats étant prévue pour 2023. Le développement et le perfectionnement constant des cadres et structures théoriques qui sous-tendent ces programmes et les évaluations elles-mêmes, au même titre que les recherches s’appuyant sur des informations empiriques et contextuelles émergeant de ces enquêtes, ont considérablement enrichi notre connaissance et notre compréhension de l’apprentissage du calcul dans la vie des gens.

Much research in cognitive psychology has focused on the tendency to conserve limited cognitive resources. The CRT is the predominant measure of such miserly information processing, and also predicts a number of frequently studied decision-making traits (such as belief bias and need for cognition). However, many subjects from common subject populations have already been exposed to the questions, which might add considerable noise to data. Moreover, the CRT has been shown to be confounded with numeracy. To increase the pool of available questions and to try to address numeracy confounds, we developed and tested the CRT-2. CRT-2 questions appear to rely less on numeracy than the original CRT but appear to measure closely related constructs in other respects. Crucially, substantially fewer subjects from Amazon’s Mechanical Turk have been previously exposed to CRT-2 questions. Though our primary purpose was investigating the CRT-2, we also found that belief bias questions appear suitable as an additional source of new items. Implications and remaining measurement challenges are discussed.

Students’ prior achievements in school have significant correlations with their later achievements. Specifically, students’ prior numeracy achievement is the most important predictor of later numeracy success. However, the assessment of this predictor across gender and its trend across students’ year levels is often overlooked or not adequately investigated. This study examined the relationships between prior numeracy achievement and its influence on students’ later numeracy achievement across gender. A focus on students’ year level also supported this examination. The data source was the Australian National Assessment Program—Literacy and Numeracy (NAPLAN) numeracy results of Years 5, 7 and 9 students (ages 9 to 14) from the 2017 to 2021 test years. The NAPLAN numeracy scores were analysed using regression analysis. The author examined prior numeracy achievement to determine the predictive value for students’ numeracy performance in NAPLAN across students’ year levels and gender. Findings from this study indicate that prior NAPLAN numeracy results for students were found to be very large in its predictive value (between R2 = .591 and .747) across the year levels. Notably, the predictive value showed an increasing pattern as students progressed through their academic years. Additionally, the study observed a discernible influence of gender on the predictive value of prior numeracy results. Potential initiatives to assist the educational outcomes of students across gender are discussed. Awareness of the influence of numeracy performance across gender might help teachers and educators create better and more efficient mathematics programs and targeted interventions. Such a decision requires identifying the relevant factors and measuring their degree of influence across students’ year levels and gender.