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In this article, the authors discuss the characteristics and outcomes of a secondarypostsecondary collaborative professional development project. This project was initiated to address the issue of students' difficulties transitioning from secondary mathematics to postsecondary courses. Key characteristics include a climate of mutual respect, the opportunity to share perspectives on instructional approaches and student work over an extended time, and commitment to identifying and trying "little changes" based on their context and beliefs.

In this article, we argue that many adults lack the "numeracy''needed to function in a maximally effective manner in their vocational, civic, and personal lives. We believe schools need to foster skills in quantitative literacy (QL), an inclination and ability to make reasoned decisions using general world knowledge and fundamental mathematics in authentic everyday circumstances. We explain how schools might begin to make inroads in preparing more quantitatively literate students and how this goal coincides with efforts toward greater social justice.

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