Edith Cowan University
Centre for Learning and Development
Numeracy Principles
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Numeracy requires a balance between skills, knowledge, beliefs and dispositions.
Numeracy is as essential as literacy for enabling full engagement in modern society. Numeracy goes beyond
the application of mathematical processes to include a way of thinking that is both mathematical and nonmathematical. Statistics permeate every aspect of our society, from simple citizenship to highly specialised
professional tasks.
Exploration of statistical data requires understanding of the inherent messiness that accompanies
uncertainty and variation (MacGillivray, 2009). This understanding is highly conceptual and context
dependent, thus subject to interpretations that depend on assumptions.
Numerical proficiency is conceptualised by the National Research Council (2001) as including:
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comprehension of mathematical concepts, operations, relations, symbols, diagrams and
procedures;
basic computational skills (procedural fluency);
strategic competence: an ability to formulate, represent, devise strategies and solve problems
using mathematical concepts and procedures appropriately;
capacity for logical thought, reflection, explanation, justification and prediction or extrapolation;
and
habitual inclination to see mathematics as both useful and doable.
Key principles of numeracy teaching and learning are:
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All learners can be successful numeracy learners.
All educators are teachers of numeracy.
Effective numeracy development occurs when teachers have high expectations of all learners.
Quality numeracy programs provide learners with opportunities to develop deep understandings.
A supportive classroom environment that engages and motivates learners is vital for effective
numeracy learning.
Numeracy development requires relational understanding (what to do and why) as well as
instrumental understanding (how) (Skemp, 1976).
Effective numeracy development starts with the familiar and is authentic, linking to the real world.
Adapted from Northern Territory Government Department of Education and Training, 2009.
Research in Australian contexts by Petocz and Reid (2001) into how students learn statistics, offers some
insight into numeracy development. The six hierarchical levels described below show connections with
Bloom’s taxonomy.
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Edith Cowan University
Centre for Learning and Development
References
Gale, I. (1997). Foreward. In L. A. Steen (Ed.), Why numbers count: Quantitative literacy for tomorrow’s
America. New York, College Board.
Mouse, M. (n.d.). Quotations about mathematics and education. Retrieved from
http://www.pen.k12.va.us/Div/Winchester/jhhs/math/quotes.html
National Research Council. (2001). Adding it up: Helping children learn mathematics. Washington, D. C.,
National Academy Press.
Northern Territory Government Department of Education and Training, 2009. Principles of
literacy/numeracy teaching and learning. Retrieved from http://www.det.nt.gov.au/teacherseducators/literacy-numeracy/evidence-based-literacy-numeracy-practices-framework/principles
Petocz, P. And Reid, A. (2001). Students’ Experience of Learning in Statistics. Quaestiones Mathematicae
Suppl (1) 37-45.
Porter, T. (1997). The triumph of numbers: Civic implications of quantitative literacy. In L. A. Steen (Ed.),
Why numbers count: Quantitative literacy for tomorrow’s America. New York, College Entrance
Examination Board.
Skemp, R. (1976). Relational Understanding and Instrumental Understanding, Mathematics Teaching, 77,
pp. 20-26
Steen, L. A. (1999). Numeracy: The new literacy for a data drenched society. Educational Leadership. 57(2),
8-13.
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