In reading the materials suggested and threads emerging on this special 
topic discussion list, I 'd like to include a thread on "technological 
literacy" as an element of numeracy. It's a broad topic, but may 
specifically relate to "Components of Numeracy" p.17-19 (Content), and 
possibly to "Mathematics and Democracy":
 

We hear alot these days about "digital natives" - those young adults (and 
younger) who grew up with mouse in hand and eyes in the screen. While it' 
s sometimes hard to evaluate the "context" of computer and internet use by 
these natives (is it mindless entertainment,  or is it the development of 
a form of communications literacy), there is no question how 
whole-heartedly the engagement with the tools of technology has been...

Looking at the extraordinarily fast development and adoption of these 
technological tools by "digital natives" (and "digital immigrants" like 
me, and maybe you !!), I occasionally fantasize about a sudden outpouring 
of "numerate natives". What would that look like, and what would it mean? 
Would it be catching?

We've all got the gene in us. The observation Mary Jane makes is 
important: even in early infancy there is evidence of instinctual 
"numerosity" (a word not in the "Word" dictionary, but used - perhaps 
coined - by Keith Devlin.) That mathematics (in its many guises) has 
played as essential role as language in human development can at least be 
argued. We are not all linguists or mathematicians - in the specialized 
sense we have of those professions - but we are all innately attuned to 
language and number. 

Seymour Papert had a really good notion when he suggested that computers 
can offer the chance to learn to "speak math" not unlike learning to speak 
French, that is, through dialogue, exploration, hypothesis, trial and 
error, etc. And speaking math in this notion means being numerate in every 
sense of this word -- including, I think, appreciating and enjoying the 
nature of "everyday" mathematics. 

In fact, the Wikipedia offered (for a month or two in spring, 2006) a 
definition of the Greek adjective translated as "mathematical" as meaning 
"fond of learning." Experiences of learning around the world - in 
different cultures, in different economies, with differing opportunities 
and pedagogical approaches - may take the fun out of it; nevertheless, we 
are all learners all the time, and being fond of this might be one of the 
salient characteristics of the "numerate native"... 

In our Knowledge Society, information can fly almost at the speed of light 
to anywhere that's accessible. We are "awash" in data, and though it seems 
overwhelming, it may be possible to quantify all those 0s and 1s (weight?, 
mass?, energy?..). Nobody can lay claim to knowing it all anymore - it 
seems to have to do more with keeping tabs on as much as possible...or at 
least what's important.  And computers and computer-related 
telecommunications are the tools of the day. (Computers began as counters 
and census-takers, and creation of the spreadsheet played a large role in 
the popularization of the personal computer; they are essential tools for 
numeracy as well as for literacy).

"Data literacy" is a key element of numeracy in the 21st century since 
information is packaged increasingly in statistical form and often 
reported through visual representation. In the article "Math That 
Matters," Andee Rubin writes that "if [students] don't have the 
opportunity to develop statistical reasoning, they will not be equipped to 
use data to make important decisions in their everyday lives." 

In my fantasizing, I see "numerate natives" who recognize their innate 
mathematical abilities and who are able to understand and assess 
information collected and presented by others. Statistics in its various 
representations will become a familiar format for certain kinds of 
communication. Numerate natives will make make their own decisions about 
the information they need, and will be able to collect, analyze and 
represent the data they've identified as important. 

Gaining computer skills is a requisite in this process - but in the bigger 
scheme, it's simply an avenue toward becoming more overtly, confidently, 
and creatively numerate. 

"Numeracy is not just one among many subjects but an integral part of all 
subjects." (p.6, Mathematics and Democracy)
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