A Comparison of Mathematics, Numeracy, and Functional Mathematics: What do they Mean for Adult Numeracy Practitioners?
6
Citation
5
Reference
10
Related Paper
Citation Trend
Abstract:
What is Mathematics? The discipline of mathematics has evolved over time and across different civilizations to become the abstract, professionalized body of knowledge within an international community of practice that we know today, and it will continue to evolve as new knowledge is developed and existing knowledge is superseded. The discourse of mathematics in all its various specializations involves certain ways of thinking and acting. From a given, axiomatic, starting point, logical deductions are made. In mathematical modeling, for example, problems are formulated in mathematical terms. However, in order to be useful, the mathematical solution needs to take into account the industrial, social, environmental, etc. contexts. Yet, the optimal mathematical solution may not be most useful in a sense and compromises must be made. There is not one single absolute and infallible mathematic, but rather, a plurality of mathematics which operates on a pragmatic basis, linked to time and place. Academic mathematics as we know it evolved through the confluence of certain socio-cultural conditions, such as the rise of commerce, the need for timesaving devices such as algorithms, as well as the spread of printed material (Restivo, 1992). Unfortunately, the public image of this mathematics is generally a cold, dehumanized process, which as Davis and Hersh (1986, 1988) point out, is actually intrinsic to the fundamental intellectual processes that are inherent to the discipline. However, a paradox exists in the seeming 'demathematization' of society. As technology becomes more sophisticated, there is an apparent reduction in the amount of explicit mathematical knowledge required for its operation, while the amount of implicit mathematics increases. Although the explicit uses in business and industry are generally valorized, they are mostly concealed from view and, with the exception of arithmetic, not visible to the general public except through their experiences of school mathematics. (For further discussion on mathematics, see FitzSimons, 2002.) What is Functional Mathematics? In the United Kingdom, the Qualifications and Curriculum Authority (QCA) website defines functional skills as practical skills in English, Information and Communication Technology (ICT), and Mathematics, that allow individuals to work confidently, effectively and independently in life. Assessment of these applied skills will include electronic and on-screen approaches, and will be based primarily on task-based scenario questions with a limited duration, delivered in a controlled environment. Assessments will use and reinforce skills-based, problem-solving learning techniques. (See Functional Skills website in reference list). The QCA website on mathematics (see Solving Problems in reference list) defines functional mathematics in terms of logical creativity: Mathematics is a creative discipline. The language of mathematics is international. The subject transcends cultural boundaries and its importance is universally recognized. Mathematics has developed over time as a means of solving problems and also for its own sake. Mathematics can stimulate moments of pleasure and wonder when pupils solve a problem for the first time, discover a more elegant solution, or notice hidden connections. Pupils develop their knowledge and understanding of mathematics through activities, exploration and discussion, learning to talk about their methods and explain their reasoning. A workshop on functional mathematics for 14- to 19-year-olds proposed several key themes: (a) relevance of content materials, (b) development of thinking skills, (c) conceptual understanding of mathematics, (d) integrated use of information technology, and (e) comprehensive assessment, including a sustained activity for learners to demonstrate their relatively straightforward mathematical abilities in complex contexts. …Keywords:
Numeracy
Role of Parent Literacy and Numeracy Expectations and Activities in Predicting Early Numeracy Skills
The home numeracy environment (i.e., parents' numeracy expectations and activities), is related to early numeracy in young children. As recent studies have shown that both cognitive and linguistic factors play an important role in predicting numeracy development, it may be assumed that rather than the home numeracy environment, the home literacy environment predicts early numeracy. The present study examined this hypothesis by focusing on the specificity of the home numeracy environment. In a sample of 60 kindergartners, we assessed cognitive (nonverbal reasoning, working memory) and linguistic abilities (phonological awareness, grammatical skills), as well as early numeracy skills, while exploring their home literacy environment and home numeracy environment from parent questionnaires. We found that home numeracy environment predicted early numeracy skills, after controlling for child factors and home literacy environment. The home numeracy environment can be seen as a unique factor in the home environment in predicting numeracy outcomes.
Numeracy
Cite
Citations (80)
Uses National Child Development Study (NCDS) data to examine the employment experiences of men and women assessed with poor numeracy compared with those with good numeracy skills at age 37. To uncover the extent of negative effects of having poor numeracy skills, the sample is restricted to those whose poor or good numeracy was accompanied by good literacy skills. As a further control, much of the analysis is also restricted to those who had left full‐time education at age 16. Maps the proportions in full‐time employment between ages 17 to 37 and demonstrates the very different labour market experiences of the two skills groups in the areas of occupation, training, promotion and income. Concludes that poor numeracy reduces employment opportunities and progress in jobs.
Numeracy
Adult literacy
Promotion (chess)
Sample (material)
Cite
Citations (107)
Numeracy
Cite
Citations (42)
Numeracy
Cite
Citations (14)
Axiomatic system
Cite
Citations (107)
Numeracy
Cognitive skill
Cite
Citations (269)
Numeracy
Cite
Citations (38)
Various professions demand numeracy skills of at least level 3, including the teaching profession, but teacher numeracy ability data is currently not available. Numeracy is the ability to apply mathematical concepts to make decisions. This research aims to assess the numeracy ability of elementary school teachers based on gender and teacher education level. The school can use data on teacher numeracy skills to evaluate the implementation of numeracy literacy programs in schools. In this study, use a descriptive approach. A total of 27 primary school teachers were the subject of the study. Data collection used general and advanced numeracy test instruments, with 10 questions divided into 3 general numeracy questions and 7 advanced numeracy questions. The collected data was analyzed using descriptive statistical techniques by calculating frequency, average, and data trends. The study results were then presented in the form of a histogram and narrated. The result of this study was the numeracy ability of elementary school teachers classified as moderate. Female teachers have better numeracy skills than men. Teachers with S2 education levels have better numeracy skills than those with S1 education levels. Teacher numeracy skills need to be improved, especially in male teachers who have lower than female teachers. Professional development of teachers in the field of teacher numeracy literacy needs to be improved, and the development of numeracy literacy tests was required in order to measure teacher numeracy skills.
Numeracy
Cite
Citations (4)
Numeracy
Cite
Citations (98)
Abstract We enrich the traditional model of bargaining by adding to the disagreement point and the feasible set a point representing claims (or expectations) that agents may have when they come to the bargaining table. We assume this point to be outside of the feasible set: the claims are incompatible, We look for solutions to the class of problems so defined, using the axiomatic method. We follow the various approaches that have been found useful in the classical axiomatic theory of bargaining. We successively consider how solutions respond to certain changes in (i) the feasible set, (ii) the disagreement point and the claims point, and (iii) the number of agents. In each case we formulate appropriate axioms and study their implications. Surprisingly, each of these approaches leads to the same solution: it is the solution that associates with each problem the maximal point of the feasible set on the line segment connecting the disagreement point to the claims point. We name this solution the proportional solution .
Axiomatic system
Cite
Citations (1)