Quality Education

2020 Edition
| Editors: Walter Leal Filho, Anabela Marisa Azul, Luciana Brandli, Pinar Gökçin Özuyar, Tony Wall

Numeracy and the Education Value Chain

  • Munirah GhazaliEmail author
Reference work entry
DOI: https://doi.org/10.1007/978-3-319-95870-5_86

Definition of Numeracy

This section discusses views on the existing definitions of numeracy and its related components. The discussion focuses on what it means to be numerate, knowledge and skills to be numerate, and the cognitive as well as affective factors related to be numerate.

Numeracy is not a subset of mathematics, but they are interrelated. All numeracy is underpinned by some mathematics, hence the “basic mathematics” needed for every day or perhaps the basic building blocks of mathematics and involving a grasp of the interplay between mathematics and the social contexts within which it is used (Neill 2001; Australian Association of Mathematics Teachers 1997; Malaysia Ministry of Education 2010, 2011; Ministry of Education New Zealand 2012).

Further, while knowledge of mathematics is necessary for numeracy (Neill 2001), having that knowledge is not in itself sufficient to ensure that learners become numerate. A numerate person has the capacity to bridge the gap between...

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Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.School of Educational StudiesUniversiti Sains MalaysiaMindenMalaysia
  2. 2.RCE Penang@USMMindenMalaysia

Section editors and affiliations

  • Johannes M. Luetz
    • 1
    • 2
  1. 1.CHC Higher EducationBrisbane/CarindaleAustralia
  2. 2.University of New South Wales (UNSW)SydneyAustralia