At present an assessment tool is being deveopled by the NZCER.
Here is a link to a trial of the tool.
The challenge that faces those who develop the tool is enormous, when one considers even the most fundamental definitions of numeracy. It is one thing to seek out a "context" for an assessment item. It is entirely another that that so-called "context" is suffciently de-institutionalized to offer the kinds of real everyday affordances that enable the adult to perform numeracy.
One seriously doubts, for example that multi-choice type questions even remotely approach that goal.
The issue of course is one of 'validity'. What does the test measure? How well does it measure? Here is an article that discusses the issues around numeracy assessment in some detail.
Transfer of skills/learning
Consider for a moment the varied terrains of adult numeracy learning and/or performance.
Perhaps the most pressing issues in adult numeracy education is that of the domains in which adult numeracy learning and/or performance take place. They range from the highly monomorphic, institutionalised settings where adults to some extent recapitulate the learning of school mathematics, to the highly polymorphic terrains of everyday life or the workplace.
The relationship between these (if we construct them on a continuum) is highly problematic in terms of the so-called transfer of “skills”. Part of the discourse (in New Zealand) which addresses the disjunctures among them involves the equally problematic term “embedding”.
These varied terrains also raise critical issues with regard to how the numeracy performance of adults is assessed.
Related continuums might be those of:
formal learning/performance <<>> informal learning/performance
institutionalized learning/performance <<>> de-institutionalized learning/performance
exchange value <<>> use value (see Coben, 2002).
In 2010, Tine Wedege put out an important paper which problematizes the relationship between school mathematics and work mathematics.
Coben, D. (2002). Use value and exchange value in discursive domains of adult numeracy teaching. Literacy and Numeracy Studies, 11(2), 25-35.
Perhaps the most pressing issues in adult numeracy education is that of the domains in which adult numeracy learning and/or performance take place. They range from the highly monomorphic, institutionalised settings where adults to some extent recapitulate the learning of school mathematics, to the highly polymorphic terrains of everyday life or the workplace.
The relationship between these (if we construct them on a continuum) is highly problematic in terms of the so-called transfer of “skills”. Part of the discourse (in New Zealand) which addresses the disjunctures among them involves the equally problematic term “embedding”.
These varied terrains also raise critical issues with regard to how the numeracy performance of adults is assessed.
Related continuums might be those of:
formal learning/performance <<>> informal learning/performance
institutionalized learning/performance <<>> de-institutionalized learning/performance
exchange value <<>> use value (see Coben, 2002).
In 2010, Tine Wedege put out an important paper which problematizes the relationship between school mathematics and work mathematics.
Coben, D. (2002). Use value and exchange value in discursive domains of adult numeracy teaching. Literacy and Numeracy Studies, 11(2), 25-35.
Mathematics and Philosophy
Fundamental to an epistemology and ontology of mathematics and hence a pedagogy of mathematics lies a philosophy of mathematics.
One key writer in this area was Imre lakatos. Here is a review if his position.
Here is an examination of the relationship of mathematics to theology by Philip Davis
The essentials of, and for, mathematics.
The meaning of mathematical objects.
Syntax and meaning in mathematics - Luis Radford
One key writer in this area was Imre lakatos. Here is a review if his position.
Here is an examination of the relationship of mathematics to theology by Philip Davis
The essentials of, and for, mathematics.
The meaning of mathematical objects.
Syntax and meaning in mathematics - Luis Radford
Statistical literacy
Statistical literacy
International statistical literacy project
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International statistical literacy project
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Numeracy in the workplace
In New Zealand, there is increasingly a shift away from general adult numeracy education to situated contexts of adult numeracy, especially the workplace. So there is much talking about the embedding of numeracy.
NCVER numeracy in the workplace
Developing numeracy in the workplace (FitzSimons and Wedege)
A checklist for workplace numeracy training
Teaching and learning numeracy in the workplace
Handling chemicals and spraying (summary)
Handling chemical and spraying – fuller version
Learning numeracy for the future workplace
Learning numeracy for the future workplace - support document
The numeracies of boat builders
Example of a concrete workplace numeracy task sheet (what do you think of it?)
Overview of adult learning in the workplace
Functional skills in numeracy What might it mean in different domains?
Workplace LLN case studies
Math in the workplace
Numeracy in the future workplace (Beth Marr & Jan Hagston)
NCVER numeracy in the workplace
Developing numeracy in the workplace (FitzSimons and Wedege)
A checklist for workplace numeracy training
Teaching and learning numeracy in the workplace
Handling chemicals and spraying (summary)
Handling chemical and spraying – fuller version
Learning numeracy for the future workplace
Learning numeracy for the future workplace - support document
The numeracies of boat builders
Example of a concrete workplace numeracy task sheet (what do you think of it?)
Overview of adult learning in the workplace
Functional skills in numeracy What might it mean in different domains?
Workplace LLN case studies
Math in the workplace
Numeracy in the future workplace (Beth Marr & Jan Hagston)
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