Stability and change in adults' literacy and numeracy skills: Evidence from two large-scale panel studies

Lechner, Clemens M.; Gauly, Britta; Miyamoto, Ai; Wicht, Alexandra

doi:10.1016/j.paid.2021.110990

Cited by 25 publications

(32 citation statements)

References 19 publications

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“…Demographic aging and technological advances in industrialized societies imply that adults will be increasingly required to update their skills throughout life. Literacy and numeracy are prerequisite keys for acquiring various forms of knowledge and skills (e.g., reading machine manuals, programming computers, or learning a foreign language) and, therefore, for lifelong learning in general (Lechner, Gauly, Miyamoto, & Wicht, 2021). This is in line with the objectives of the G20 international conference in the era of recovery from a global pandemic.…”

Section: Introductionmentioning

confidence: 56%

“…A finding suggests empirically that adults' mathematical literacy is flexible through adulthood and can change even over a three-to-six-year period (Lechner et al, 2021). But in reality, many studies show that the concepts, perspectives, and self-confidence of teachers and prospective teachers toward mathematical literacy are quite low (Arslan & Yavuz, 2012;Colwell & Enderson, 2016;Novak & Tassell, 2017;Önal, Yorulmaz, GÖkbulut, & Altiner, 2017;Umbara & Suryadi, 2019;Yavuz & Erbay, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Mathematical Literacy with Islamic Nuances Based on Prospective Mathematics Teachers’ Personality

Wulan¹,

Astuti²

2022

Jurnal Didaktik Matematika

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Mathematical literacy is crucial to understand phenomena and good decision-making in real life. This study aims to describe aspects of Islamic nuanced mathematical literacy in prospective teachers, which were viewed from the four personalities of Keirsey. This qualitative descriptive research used a questionnaire of MTBI personality types and a mathematical literacy test with Islamic nuances. The subjects are students in the 7th semester of the mathematics education program at an Islamic university in Kediri City, East Java, Indonesia. The findings showed that rational and idealist subjects could fulfill the "formulating" indicator, but not the guardian and artisan subjects. They were not able to translate problems into mathematical form. The indicators of "employing" and "interpreting" show that subjects with rational personality types can determine better strategies than artisan, guardian, and idealist personality types. That is, it is necessary to integrate the interconnections between the mathematics learning programs related to Islamic elements. A more in-depth portrait of mathematical literacy is needed in different situations from prospective mathematics teachers at Islamic universities.

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Section: Introductionmentioning

confidence: 56%

Section: Introductionmentioning

confidence: 99%

Mathematical Literacy with Islamic Nuances Based on Prospective Mathematics Teachers’ Personality

Wulan¹,

Astuti²

2022

Jurnal Didaktik Matematika

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“…A meta-analysis of more than 60 samples estimated a pooled cross-sectional correlation between reading and mathematics of 0.55 (Singer and Strasser 2017). Latent correlations that correct for measurement errors in both domains are often substantially larger and can even reach values exceeding 0.80 (e.g., Lechner et al 2021b). Similarly, reading and mathematics disorders (i.e., dyslexia and dyscalculia) show pronounced comorbidity.…”

Section: The Co-development Of Reading and Mathematicsmentioning

confidence: 99%

Bidirectional effects between reading and mathematics development across secondary school

Gnambs

Lockl

2022

Z Erziehungswiss

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Reading and mathematical competencies are important cognitive prerequisites for children’s educational achievement and later success in society. An ongoing debate pertains to potential transfer effects between both domains and whether reading and mathematics influence each other over time. Therefore, the present study on N = 5185 students from the German National Educational Panel Study examined cross-lagged effects between reading and mathematics from Grades 5 to 12. The results revealed, depending on the chosen causal estimand, negligible to small bidirectional effects. Adopting a between-person perspective, students with higher mathematics scores at one point exhibited somewhat higher reading scores at the subsequent measurement. In contrast, when adopting a within-person perspective, both skills predicted longitudinal increases of the other skill in the lower grades but reversed effects in higher grades. Taken together, these findings not only demonstrate that transfer effects between reading and mathematics in secondary education tend to be small but also suggest different patterns of effects depending on the modeling choice.

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“…Recent research has examined the stability of and changes in cognitive skills in adulthood (e.g. Lechner et al, 2021).…”

Section: Fair Datamentioning

confidence: 99%

Data from PIAAC Germany and its Longitudinal Follow-Up, PIAAC-L

Martin

Zabal

Maehler

et al. 2022

JOPD

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This paper describes datasets from two related surveys conducted in Germany: PIAAC and PIAAC-L. PIAAC is an OECD-initiated assessment that measures the cognitive skills of adults (aged 16-65 years). Around 40 countries worldwide participated in the first cycle of PIAAC. The German PIAAC data were collected in 2011/12. In the longitudinal follow-up survey to PIAAC, PIAAC-L, respondents from the German PIAAC sample were re-interviewed in 2014, 2015 and 2016. Data from both surveys can be used by researchers for a wide range of secondary analyses, for example on correlates of cognitive skills and changes and stability of these skills over the life course.

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Stability and change in adults' literacy and numeracy skills: Evidence from two large-scale panel studies

Cited by 25 publications

References 19 publications

Mathematical Literacy with Islamic Nuances Based on Prospective Mathematics Teachers’ Personality

Mathematical Literacy with Islamic Nuances Based on Prospective Mathematics Teachers’ Personality

Bidirectional effects between reading and mathematics development across secondary school

Data from PIAAC Germany and its Longitudinal Follow-Up, PIAAC-L

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