My question (or comment) has three parts:

(1)	Is adult numeracy the same as quantitative literacy as described in
"Mathematics and Democracy: The case for Quantitative Literacy"?

(2)	If it is, could you comment on the idea that the ABE curriculum and
pedagogy must change as suggested by Larry Cuban in his article,
“Encouraging Progressive Pedagogy,”  in the same text. He states:
[the]
call for numeracy is a call for a different, more salient pedagogy than
now exists.  (page 91)

(3)	Even if numeracy and quantitative literacy are not exactly the same,
do you think that the pedagogy for adult numeracy should change and if so,
how?