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You may be thinking, "aren't Numeracy and Mathematics the same thing?" Well, you're not alone. I myself, believed that numeracy and mathematics were just different terms for the same thing and can be used interchangeably. However, they can be differentiated.
Let me break it down for you.
Mathematics
The skills, techniques and
and concepts needed in order to solve quantitative problems are all included in
what mathematics is. It is essentially the formulas, arithmetic and processes needed
in order to solve a problem (Perso, 2011). Examples
of these are the skills to add, subtract, divide and so on.
Numeracy
Numeracy is the ability to
use the taught mathematical skills in context and outside the classroom. As
stated by The Interim National Curriculum Board, numeracy can be described as
“The capacity, confidence, and disposition to use mathematics to meet the
demands of learning, school, home, work, community and civil life (Interim National Curriculum Board, 2009, p. 5). It is important to note that numeracy
is not only evident in mathematics subject but elements can be seen in all of
the school curriculum including subjects such as history and languages (Steen, 1999). For numeracy to be effective, it must be learned in multiple contexts in
all school subjects (Steen, 1999). We use numeracy every single day
even though we may not realise it. From the moment we wake up and check the
time to the moment before we sleep and calculate how many hours of sleep we
will get before having to wake up the next day.
Theory and Practice
Still having trouble
understanding the differences between both Numeracy and Mathematics? To make it
easier, I like to think of them as theory and practice.
Mathematics is the theory
while numeracy is the practice. We learn mathematics in the classroom, such as
addition, division, spatial abilities and so on. A numerate person should have the capabilities to apply
mathematic skills in a range of contexts outside of the math’s classroom (Perso, 2011) I understand numeracy as the way we use the
concepts and learned skills of mathematics in our everyday lives and outside of
the classroom.
For example, grocery
shopping. Let’s say we are doing the weekly grocery shop and need to work out a
budget. In this situation both numeracy and mathematics are evident. Mathematics would be evident when calculating
the numbers and using formulas such as addition and subtraction to come up with
the budget. Numeracy would be evident when being able to comprehend the budget
and working out which particular brand or item will best fit our budget and be
the best value for our money. Numeracy can even be seen in grocery shopping by
using spatial calculations when placing and organising items in the shopping
cart to ensure they all fit effectively.
Numeracy as a
Necessary Skill in the 21st Century
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How important is Numeracy in the 21st century? According to
Steen (1999), we are in an age of numbers. We are constantly surrounded by data
to interpret such as everyday news being filled with charts and graphs as well
as statistics. Only a numerate individual will be able to interpret and make
meaning of data and information we are exposed to everyday (1999).
Quantitative methods have also become an integral part of many career
pathways not those just of mathematic backgrounds but most pathways are shown
to need some degree of numeracy (Askew, 2015). Rapidly growing technologies in the 21st
century is making it critical to be numerate in a workplace. We as teachers
must support students in numeracy as it may effect future job prospects. Successful 21st century adults are said to
need numeracy in order to develop logical thinking and reasonable problem
solving skills needed for everyday life (“The
Importance of Literacy and Numeracy skills”, 2018). In order to carry
out daily activities such as cooking, interpreting pay slips, reading
instructions and grocery shopping, some degree of numeracy is needed.
As outlined by Envision Experience (2018), there are four critical 21st
century skills. These are, collaboration and teamwork, creativity and imagination,
critical thinking and finally, problem solving. Each of these skills relate to
the need to be numerate in the 21st century. For example, how is an
individual going to be able to participate in everyday activities such as team
sports with numerate aspects such as scoring if they are not proficient
collaboration and team work (Tout, 2018). Each
of these skills inter-relate with the need to be numerate.
It is evident that numeracy
is a very critical skill in the 21st century. It is import for us as
educators to support numeracy in our students so they are able to take
advantage of their skills in the workforce post school and also in their
everyday lives.
References
Askew, M. (2015).
Numeracy for the 21st century: a commentary. ZDM, 47(4), 707-712.
http://dx.doi.org/10.1007/s11858-015-0709-0
Glasbergen, R. (2001). A series of Cartoons by Randy Glasbergen. Retrieved from
http://mcnl70.blogspot.com.au/p/cartoons.html
Interim National Curriculum Board. (2009). Shape of the
Australian curriculum: Mathematics. Accessed from
http://www.acara.edu.au/verve/_resources /Australian_Curriculum_-_Maths.pdf
Perso, T. 2011. Assessing numeracy and NAPLAN. The Australian Mathematics Teacher 67(4),
32-35. Retrieved from www.aamt.edu.au/content/download/18075/240416/file/a
mt67_4_perso.pdf
Steen, L. A. (1999).
Numeracy: The new literacy for a data-drenched society. Educational
Leadership, 57(2), 8-13. Retrieved from https://search-proquest-com.dbgw.lis.curtin.edu.au/docview/224846599?accountid=10382
The Importance of Literacy and Numeracy
skills. (2018). Retrieved from https://www.kangan.edu.au/students/blog/importance-literacy-and-numeracy-skills
Trout, D.(2018).
Engaging students in maths and numeracy. Numeracy PD. Retrieved from
http://www.vala.asn.au/numeracy/NumeracyDaveToutStratContextsResour.pdf
13 Essential 21st
Century Skills for Todays Students. (2018). Envisionexperience.com.
Retrieved 12 April 2018, from https://www.envisionexperience.com/blog/13-essential-21st-century-skills-for-todays-students
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