Argues that a similar duality of discourse domains exists with respect to adult numeracy. Discusses what is meant by numeracy in this context and outlines each discursive domain. Considers the implications of the proposed formulation for theorizing adults' numeracy practices for adult numeracy education. (Author/VWL)

Discusses number patterns and Fibonacci numbers found in nature. (YDS)

The National Council of Teachers of Mathematics developed standards to define mathematical literacy. The standards are that people should learn to value mathematics, reason mathematically, communicate mathematically, become confident of mathematical abilities, and become mathematical problem solvers. (JOW)

Discussions of numeracy practices with unemployed people ages 14-26 indicated that their problems with literacy and numeracy, especially in job seeking and money management, were not recognized. The complex, socially constructed functions of numeracy in their lives should be taken into account in policy and practice. (SK)

Discusses the importance of numeracy with the national focus on global competitiveness and a reemphasis on the importance of lifelong learning. Discusses several initiatives and groups dealing with adult numeracy issues. (JOW)

Provides examples of how Internet-based materials are being used to teach adults number sense, data analysis, graphing and measurement as well as to provide practice in computation and estimation. (Author)

Describes strategies for teaching elementary students to solve a multiplication problem using the lattice method. (JOW)

Before primitive man had grasped the concept of number, the written word or even speech, he was able to count. This was important for keeping track of food supplies, sending messages, trading between villages and even keeping track of how many animals were in their herd. Counting was done in various ways, but in all cases, the underlying principle…

The power of mathematical inscriptions, such as graphs, is often attributed to the fact that they summarize a lot of information independent of their contextual particulars. There is evidence, however, that even quintessential experts and scientists have difficulties interpreting graphs when they are unfamiliar with the entities represented and…

Children who learn math fundamentals in preschool and kindergarten have the best chance of later achievement in school--but too often, children don't get the effective early math instruction that makes all the difference. Now there's a core early childhood textbook that helps current and future educators teach the most critical math concepts to…

The Number Sets Test was developed to assess the speed and accuracy with which children can identify and process quantities represented by Arabic numerals and object sets. The utility of this test for predicting mathematics achievement and risk for mathematical learning disability (MLD) was assessed for a sample of 223 children. A signal detection…

This study examined the relationships between behavior problems, learning behaviors, and educational outcomes for at-risk preschool children. A sample of Head Start children (N = 196) was selected in the southeast United States. Behavior problems were assessed using the Devereux Early Childhood Assessment (LeBuffe & Naglieri, 1999) and…

Mathematical literacy, viewed as a set of ideas involving applications of mathematics to real-world contexts, has recently featured in curricular discussions about the aims for mathematics education. This article explores the effect that differences in the way that a mathematical task is contextualised can have on students' mathematical arguments…

In this article, framed as a conversation, the authors discuss the learning resulting from a variety of geometry tasks they have conducted with their students. None of them are convinced that all the geometry tasks within the numeracy strategy prescribed in English schools are necessarily good for children or aimed at the right age range. Using…

New Mexico Mathematics Content Standards, Benchmarks, and Performance Standards identify what students should know and be able to do across all grade levels, forming a spiraling framework in the sense that many skills, once introduced, develop over time. While the Performance Standards are set forth at grade-specific levels, they do not exist as…