Scoping the Development of a Measure of Adults’ Numeracy (and Literacy) Practices

Coben, Diana; Alkema, Anne

doi:10.1007/978-3-319-96502-4_5

Cited by 6 publications

(8 citation statements)

References 17 publications

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“…In this respect, perhaps the first prerequisite for gaining mathematical literacy is to defeat mathematics anxiety and develop the confidence needed for learning mathematics (Parsons, Croft, & Harrison, 2009). Coben (2003) attributes the inadequate level of mathematical literacy development to low self-confidence and negative prejudices against learning mathematics. Students' lack of interest in mathematics was also reported as another educational challenge associated with students for the development of mathematical literacy.…”

Section: Discussionmentioning

confidence: 99%

“…Although mathematical literacy is considered important for people to achieve their full potential, many do not feel prepared to use their mathematical literacy skills in their personal, working, or social life (Roohr, Graf, & Liu, 2014). The literature shows that any description of the competence in different levels of mathematical literacy partially depends on the individuals' level of mathematical knowledge and skills (Coben, 2000;Manaster, 2001;Niss, 2015). In other words, with necessary mathematical knowledge and understanding, people can automatically acquire the desirable power to deal effectively with everyday problems (OECD, 2013a;Turner, Blum, & Niss, 2015).…”

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confidence: 99%

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Exploring Secondary Mathematics Teachers' Conceptions of the Barriers to Mathematical Literacy Development

Genç

Erbaş²

2020

IJMTL

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The purpose of this study was to investigate secondary mathematics teachers' conceptions of the barriers to the development of mathematical literacy. The data were collected through semi-structured interviews with sixteen in-service mathematics teachers from nine secondary schools of five different school types. The data analysis consisted of an inductive analysis process for identifying and labeling the patterns or themes through examining interview data with the help of NVivo qualitative data analysis software. The results indicated that teachers' conceptions regarding the barriers to mathematical literacy development could be categorized under: (i) conceptual challenges (What is mathematical literacy?); (ii) educational challenges (How can we develop mathematical literacy?); and (iii) systemic challenges (Where is mathematical literacy (to be) located?). The teachers' identification of different obstacles to the development of mathematical literacy can account for the fact that each teacher in this study has diverse but convergent conceptions of mathematical literacy. This fact also promises hope for assisting teachers in resolving these obstacles that have been raised from various angles.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Exploring Secondary Mathematics Teachers' Conceptions of the Barriers to Mathematical Literacy Development

Genç

Erbaş²

2020

IJMTL

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“…Learning disabilities often coexist with other disabilities and health conditions, and adults with LD frequently experience educational and employment challenges. Little is known about assessed skill levels of adults with LD, their use of numeracy skills, and relationships of assessed skills and skill use in a context of adult and postsecondary educational activities (Gal et al, 2020).Adults with LD may need numeracy skills-practices in everyday life involving mathematics activities (Hogan et al, 2016)-to successfully navigate daily life, help their children with schoolwork, determine shopping costs, or learn other numeracy skills for a sense of accomplishment (Coben & Alkema, 2017;Ginsburg, 2017). As U.S. society increasingly relies on quantitative information (Cummins et al, 2018), investigating how numeracy skills of adults with LD compare is meaningful, especially since the U.S.…”

mentioning

confidence: 99%

“…Adults with LD may need numeracy skills—practices in everyday life involving mathematics activities (Hogan et al, 2016)—to successfully navigate daily life, help their children with schoolwork, determine shopping costs, or learn other numeracy skills for a sense of accomplishment (Coben & Alkema, 2017; Ginsburg, 2017). As U.S. society increasingly relies on quantitative information (Cummins et al, 2018), investigating how numeracy skills of adults with LD compare is meaningful, especially since the U.S.…”

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confidence: 99%

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

Patterson¹

2022

Learning Disability Quarterly

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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.

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“…Estados Unidos e o Reino Unido (Coben et al, 2003). No Brasil, evidências de estudos educacionais indicam que o desempenho de estudantes brasileiros em matemática é muito baixo em todas as etapas da educação básica, desde a educação infantil até o ensino superior, sendo muito menor do que o da maioria dos outros países (OECD, 2018b).…”

Section: Desempenho Dos Estudantes Em Matemáticaunclassified

Desenvolvimento e validação de um sistema de testes computadorizados para avaliação de habilidades do senso de números

Furucho¹

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Scoping the Development of a Measure of Adults’ Numeracy (and Literacy) Practices

Cited by 6 publications

References 17 publications

Exploring Secondary Mathematics Teachers' Conceptions of the Barriers to Mathematical Literacy Development

Exploring Secondary Mathematics Teachers' Conceptions of the Barriers to Mathematical Literacy Development

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

Desenvolvimento e validação de um sistema de testes computadorizados para avaliação de habilidades do senso de números

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