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Adult numeracy and
basic skills
Numeracy Numeracy is now
seen as the “mirror image of literacy” as applied to mathematics.
International surveys are giving it equal weight, stressing the centrality of
numbers in our lives, and the difficulties and fears faced by many adults when
confronted by calculations.
Government policy makers are also talking about literacy and
numeracy as foundational skills along with IT. However, there is still a
general lack of understanding about the difference between “numeracy”
and “math.” There are also challenges for many adult basic educators
who now have to teach numeracy when a majority of them have come from
language/literacy backgrounds, and sometimes share a fear of numbers not so
different from those of their students.
The 2002 Summer Institute brought together some of the
best-known numeracy researcher/practitioners in the world for three days of
talking, exchanging and exploring ideas on teaching, professional development,
theory and policy related to adult numeracy.
This section includes the presenters and descriptions of their
presentations. The text of the Think Papers by Dave Tout, Beth Marr, Donna
Curry, and Lynda Ginsburg are printed in full. All presentations are described
and web sites and e-mail addresses provided for direct contact.
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KEY QUESTIONS AT THE
INSTITUTE
- How does math thinking develop in adults?
- What is the math that adults need to know and be able
to do in their roles as workers, family members, citizens, and lifelong
learners?
- Why is numeracy/math not included in most adult basic
education policies? When it is, why is the vision often so
limited?
- Why are most adult basic education teachers limited in
their own math background? How can this be addressed?
- Why is so much math classroom practice driven by rote
learning and workbooks rather than starting from a vision of what students
need?
- What kind of math learning is most effective in
workplace training?
- How have visions such as the US Equipped for the
Future (EFF) project shaped new practice in adult numeracy?
- How has the UK National Strategy for Adult Literacy
and Numeracy affected practitioners in giving equal status to
numeracy?
- How has Australian practice influenced colleagues
around the world?
- How do Canadian teachers teach math in widely variant
frameworks such as Ontario’s Learning and Basic Skills
Outcomes?
- How can cultural awareness be used to enhance math
teaching?
- How is the new international survey, now called the
Adult Literacy and Lifeskills (ALL) rather than the IALS, assessing
“quantitative literacy” in 2002?
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Format of the
Institute
Institutes at The Centre are limited to under 40
participants, and anyone who has something to present is given the opportunity.
Before participants arrive, they submit a short biography, any questions about
the topic that they would like to see addressed, and recommended resources that
have informed their thinking. These are integrated into the Institute binders.
We invite a few of the presenters who have indepth experience in particular
aspects of the topic to prepare a short “Think Paper” of 4-5 pages
that we send ahead to all participants to start ideas flowing. We ask that
presentations be problem or issue-based, rather than show-and-tell; time is
left at the end of each day for optional demonstrations and viewings, and
display tables and screens are up for the full three days for sharing
materials. Everyone attends all presentations with time for discussion and
reflection throughout the three days.
The Centre produced an Annotated Bibliography on Adult
Numeracy. It is on our website and can also be ordered in print. See sample
entries on p. 31. |
Acknowledge
The Centre for Literacy organized the
Institute with support from the National Literacy Secretariat (NLS), Human
Resources Development Canada, and from Dawson College, Montreal. This year, our
host partner was the National Institute for Literacy (NIFL), Washington, DC,
who sponsored the participation of Susan Cowles and Donna Curry. Fraser Beebe,
husband of presenter Leonne Beebe, generously volunteered to videotape the
entire three days. |
