Hi Mary Jane - hope all is well with you - Dave is joining us in Auckland  next week for an adult literacy and numeracy conference that features lots of sessions about numeracy

The NZ early numeracy project that you refer to has been transferred almost directly into the adult numeracy sector. The teaching framework from the school sector which focuses on number strategies and knowledge is the basis for the Make Sense of Number Progression which is one of the Foundation Learning Progressions that make up the teaching and learning framework for the adult literacy and nuimeracy sector here 

here is a link to the draft progressions - big document - nearly 120 pages - the Make sense of number strand is at a different level and written in a different way fro the other numeracy strands which is a bit disconcerting at times for teachers and learners but you just have to work through that 

http://www.tec.govt.nz/upload/downloads/foundation_learning_progressions.pdf

there are some changes being made to some of the  strands and progressions but the number onei s likely to stay the same

there has been a big PD initiative in the adult sector around the number strand over the last 18 months which has been successful for teachers and learners but the research reports have not been published yet

kind regards 

Susan Reid 

Workbase New Zealand Centre for Workforce Literacy Development 

www.workbase.org.nz

www.nzliteracyportal.org.nz

 

Hi Louise 

Yes, current versions of spell-check reject the word numeracy, even though its usage is becoming more common. When we used it in our papers, we generally meant adult numeracy. Early childhood numeracy* is different because numeracy does depend upon context - and age can be thought of as a contextual  and a cognitive factor. The math appropriate for a 3-year old to learn, understand, and be able to do is different for an adult. On the other hand, all age groups are included when being numerate is defined as having `the ability and inclination to use mathematics effectively in our lives--at home, at work, and in the community' (New Zealand Ministry of Education, 2001).   

As far as far as the relationship among mathematics, literacy, and numeracy, some  use a Venn diagram to illustrate numeracy as the intersection of mathematics and literacy - that might be a better analogy than a bridge between math and literacy. In fact, we see the term "mathematical literacy" to be synonymous with numeracy. 

* An aside, as we meant to focus on adult numeracy during this discussion:  There is a rich body of research on early numeracy development, even in infants. I am fascinated by studies that have shown 6-month olds to be aware of subtraction errors (as evidenced by extended gaze), or the idea that babies can subitize, (recognize small quantities without counting) .  Australia and New Zealand have early numeracy educational initiatives that are very interesting. I think Dave Tout and I stand corrected on the K-12 designation for "school math before reaching adulthood."  Even though many of the documents we referred to focused on K-12, we could have included pre-K. 

Take care, 
Mary Jane 


Mary Jane Schmitt 
TERC 
2067 Massachusetts Avenue 
Cambridge, MA  02140 
mary_jane_schmitt at terc.edu 
www.adultnumeracy at terc.edu 





Louise Wiener <lwiener at llfinc.org> 
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09/17/07 10:02 PM 
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[SpecialTopics 663] Re: International Discussion Ends and        Numeracy        Discussion Begins

	




Dear David,

I found the Tout and Schmitt chapter particularly invigorating and challenging and hope Dr. Schmitt might comment on two thoughts for starters.  

I was surprised at the frequent reference to K-12 with almost no reference to pre-K.  I first became familiar with the term numeracy in the context of Head Start standards. Is there research on numeracy in the early childhood field - or has the name alone been adopted?

I was struck, too, by the reference to numeracy as the bridge between mathematics and the real world. I see it  equally as the bridge between mathematics and literacy because  it captures (builds on?) the language and concepts of math as contrasted with the pure computation of math.

You will note that at least my spell-check rejects "numeracy" as a valid word.  Perhaps we should start by lobbying there!

Thank you, Louise 
-- 
Louise W. Wiener, Chairman of the Board
   Learning and Leadership in Families
   2701 12th Street NE
   Washington, DC 20018

   Mobile Phone: 301-213-6516
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 On 9/15/07 8:10 AM, "David J. Rosen" <djrosen at comcast.net> wrote:

Special Topics Colleagues,

I want to thank our guests for the topic:  What International Literacy Programs Offer Programs in the U.S. : Brenda Bell, Pamela Civins, Dr. John Comings, Barbara Garner, Dr. Erik Jacobson, Juliet Merrifield, and Dr. Ujwala Samant. I know we have only scratched the surfaces of several issues here in this one short week, but the discussion has been tantalizing.  I also want to thank Oxfam for making the book Developing Adult Literacy: Approaches to planning, implementing and delivering literacy initiatives by Juliet Merrifield Juliet McCaffrey, and Juliet Millican available by download free for this discussion. It will be available in hard copy on September 30, 2007.

This marks the end of the international literacy discussion, for now at least. 

On Monday we will begin a new discussion on The Components of Numeracy with Mary Jane Schmitt, Myrna Manly and Dr. Lynda Ginsburg, an occasional paper published by the National Center for the Study of Adult Learning and Literacy.

For more information, and a short list of readings to prepare for the discussion please go to:

http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html <http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html> 

or the short Web address:

http://tinyurl.com/yvo6hf <http://tinyurl.com/yvo6hf> 

Please e-mail your questions for our numeracy guest experts to specialtopics at nifl.gov

Your colleagues who may wish to join this discussion can subscribe by going to:

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After they complete a simple registration form (30 seconds) they will receive an email asking them to confirm that they wish to subscribe. They should Immediately reply to the email to complete their subscription. After the discussion ends they can unsubscribe from the same Web address, or stay on for the next discussion.

David J. Rosen
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