PIAAC Numeracy Skills and Home Use Among Adult English Learners

Patterson, Margaret Becker

doi:10.35847/mpatterson.2.1.22

Cited by 3 publications

(4 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Remaining in low-paying positions or leaving the workforce altogether (unless doing so voluntarily), as evidenced in the large proportion of adults with LD outside the workforce or on permanent disability, leads to a loss of human capital, both in the workforce and in the larger community (Patterson, 2019). This article’s examination of discrete groups for assessed skills and skill use at home or at work further explains the circumstances adults face (Patterson, 2020) and yields implications for transitional planning. Where workforce development staff can support the training needs of adults with LD, returns to the workplace appear promising.…”

Section: Discussionmentioning

confidence: 99%

“…

An estimated 8% of U.S. adults overall have learning disabilities (LD; Patterson & Paulson, 2016). An LD is "a difficulty learning .

…”

mentioning

confidence: 99%

“…The author investigated numeracy skills and use of skills for U.S. adults with LD at all skill levels in 2012/2014/2017 U.S. PIAAC data and offers implications for practice. Ideas on program design may potentially increase numeracy skill levels and use.Learning disabilities impact the lives of many U.S. adults; the 2012 PIAAC LD incidence for adults was approximately 8% (Patterson & Paulson, 2016), and in 2014, approximately 12 million U.S. adults with low education attainment reported LD (Patterson, 2019). As National Research Council (2012) found, it is highly probable that many adults remain undiagnosed and that the true incidence of LD is undetermined.…”

mentioning

confidence: 99%

“…Learning disabilities impact the lives of many U.S. adults; the 2012 PIAAC LD incidence for adults was approximately 8% (Patterson & Paulson, 2016), and in 2014, approximately 12 million U.S. adults with low education attainment reported LD (Patterson, 2019). As National Research Council (2012) found, it is highly probable that many adults remain undiagnosed and that the true incidence of LD is undetermined.…”

mentioning

confidence: 99%

See 3 more Smart Citations

Assessed Numeracy Skills and Skill Use of Adults With Learning Disabilities in PIAAC

Patterson¹

2022

Learning Disability Quarterly

View full text Add to dashboard Cite

Adults with learning disabilities (LD) face educational and employment challenges and may also have other disabilities and health conditions. Little is known about these adults’ numeracy skills and how they use numeracy at work or home. The article’s objective was to investigate numeracy skills and skill use for U.S. adults with LD. The author conducted descriptive and regression analyses of 2012/2014/2017 U.S. Program for the International Assessment of Adult Competencies (PIAAC) data. Findings are presented on assessed numeracy skills and skill use, relationships of use and skills, and skill use among seven groups of adults with LD. Compared with the general population, adults with LD have lower mean numeracy scores. Skill use at home adds to the variance explained in numeracy skills, which suggests that using numeracy skills matters in gaining skills. Knowing the relationships of assessed numeracy skills with skill use helps educators implement strategies to support adult program completion. Implications of findings are discussed for adult educators and policymakers.

show abstract

Section: Discussionmentioning

confidence: 99%

“…

An estimated 8% of U.S. adults overall have learning disabilities (LD; Patterson & Paulson, 2016). An LD is "a difficulty learning .

…”

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Assessed Numeracy Skills and Skill Use of Adults With Learning Disabilities in PIAAC

Patterson¹

2022

Learning Disability Quarterly

View full text Add to dashboard Cite

show abstract

Adult numeracy skill practice by STEM and non-STEM workers in the USA: an exploration of data using latent class analysis

Yamashita

Punksungka

Narine

et al. 2022

International Journal of Lifelong Education

View full text Add to dashboard Cite

Adult numeracy is one of the essential skill sets to navigate through numeric informationrich labor markets in general, and STEM industries in particular. Yet, relatively little is known about how numeracy skills are used in different settings in the USA. This study examined numeracy skill use patterns of STEM and non-STEM workers at work and home. Data were obtained from the 2012/2014/2017 Program for International Assessment of Adult Competencies, USA restricted-use file. Adults who were employed and aged between 25 and 65 years old (n = 5,220) were included in this study. Latent class analysis revealed four numeracy skill use patterns: non-users, non-occupational (i.e., at home) simple numeracy users, ubiquitous numeracy users, and occupational numeracy users. Additional multinomial logistic regression analysis showed that the STEM occupation was associated with a greater likelihood of being ubiquitous users than being non-occupational simple users. Results also showed that numeracy proficiency, socioeconomic statuses (i.e., educational attainment and income), as well as demographic characteristics (i.e., gender and race/ethnicity), were predictive of the numeracy skill use patterns in terms of the level of engagement and settings. Findings from this study inform policies and interventions which promote skill engagement and improvement among workers in the USA.

show abstract

Effective Strategies for Teaching Mathematics in Virtual Higher Education Environments

Rodríguez-Padín

2024

Advances in Educational Technologies and Instructional Design

View full text Add to dashboard Cite

This chapter provides a comprehensive guide for higher education instructors on effective strategies for teaching mathematics in virtual environments. As the shift to online education accelerates, particularly after the COVID-19 pandemic, educators must adopt evidence-based methods to enhance student learning. The chapter explores key principles of instructional design tailored for online mathematics, focusing on creating interactive and personalized learning experiences. Strategies for fostering student engagement, leveraging educational technologies, and promoting self-regulation are discussed. Additionally, the chapter highlights the importance of formative assessment in virtual settings, emphasizing methods that provide constructive feedback and opportunities for self-assessment. By addressing the challenges and opportunities of online mathematics education, this chapter aims to equip educators with the tools needed to optimize teaching and learning in the digital age.

show abstract

PIAAC Numeracy Skills and Home Use Among Adult English Learners

Cited by 3 publications

References 12 publications

Assessed Numeracy Skills and Skill Use of Adults With Learning Disabilities in PIAAC

Assessed Numeracy Skills and Skill Use of Adults With Learning Disabilities in PIAAC

Adult numeracy skill practice by STEM and non-STEM workers in the USA: an exploration of data using latent class analysis

Effective Strategies for Teaching Mathematics in Virtual Higher Education Environments

Contact Info

Product

Resources

About