Presents an overview of the 6-8 Standards and their rationale. Demonstrates the need for a cohesive mathematics curriculum. (YDS)

Discusses zeroes at the ends of decimal fractions representing measurements or real-world applications of numbers including precision, variance, and classroom applications. (YDS)

Presents activities in a context that promotes connections between students' experiences and new content and provides visual and/or physical links between informal knowledge and formal math ideas. (YDS)

Explains how the British Army supports the basic skills development of soldiers even when they are stationed overseas in difficult conditions with little time to devote to studying. Describes the experience of civilian basic skills tutors overseas. (JOW)

Describes an activity in which students investigate patterns and discrete mathematics found in telephone numbers. (YDS)

Discusses mathematical literacy and basic skills. Includes a take-home page. (YDS)

The case of a group of women who financed and purchased a vacation house is used to explore numeracy practices, self-concept, and feelings about money management. Gendered practices in their family backgrounds were more influential than school math instruction in their financial management as adults. (SK)

Discusses the view of numeracy as the culture of utility in mathematics education in more technological society. Provides examples from different cultures of the workplace and computer uses in mathematics classrooms. Contains 30 references. (ASK)

Describes a lunchtime math club that was a pivotal aspect of a whole school initiative to raise achievement in basic skills in a British girls' school. Discusses student recruitment, types of games played, links to the British national curriculum, and staffing implications. (JOW)

Numeracy may become a focus on the teaching and assessment of basic number skills. Such a focus on numeracy may de-emphasize the aim for numeracy, which is using mathematics in real contexts where the purpose of the activity is something other than just learning school mathematics. (Contains 11 references.) (ASK)

Discusses the changing perceptions of numeracy in a changing world, and puts forward arguments for integrating calculator use into the earliest school years. (Author/ASK)

In an interview setting, 21 6th-graders from four public schools in south Taiwan were asked a series of questions, related to whole and decimal numbers, designed to assess their number sense. Eight students were randomly selected from both low and middle performance levels, and five were selected from a high-performance level, according to their…

This paper reports a systematic review of the quasi-experimental literature in the field of adult literacy and numeracy, published between 1980 and 2002. We included 27 controlled trials (CTs) that evaluated strategies and pedagogies designed to increase adult literacy and numeracy: 18 CTs with no effect sizes (incomplete data) and 9 CTs with full…

Two studies were conducted to investigate, firstly, children's focusing on the aspect of numerosity in utilizing enumeration in action, and, secondly, whether children's Spontaneous Focusing on Numerosity (SFON) is related to their counting development. The longitudinal data of 39 children from the age of 3.5 to 6 years showed individual…

This paper examines what children believe about unmapped number words--those number words whose exact meanings children have not yet learned. In Study one, 31 children (ages 2-10 to 4-2) judged that the application of "five" and "six" changes when numerosity changes, although they did not know that equal sets must have the same number word. In…