Guidelines for the Development of Adult Numeracy Materials.

This study involved examining the nature and scope of numeracy, distilling out the important features, and representing these features in sample numeracy materials. The paper examines the precise nature of numeracy and its scope in enhancing the educational experiences of adult learners. It is intended to discuss the characteristics of the adult learner--those that help learning and those that may potentially hinder the learning process. A set of guidelines are outlined which include suggestions for guiding the development of literature and the findings of an evaluation process which was undertaken among practicing adult numeracy tutors. (Contains 58 references.) (ASK) Reproductions supplied by EDRS are the best that can be made from the original document. Guidelines for the Development of Adult Numeracy Materials PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Introduction Una 0' Rourke RTC Tralee, Co. Kerry . Ireland John O'Donoghue Department of Mathematics & Statistics University of Limerick, Ireland U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement DUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as eived from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. The background to this study is research conducted for a masters thesis at the University of Limerick. The initial momentum came from the frustrations being experienced by colleagues and the audio' in our efforts to teach numeracy to adult learners in a prison context. The dearth of appropriate materials to facilitate the teaching and learning process hindered the quality of the experience for both parties. The study involved examining the nature and scope of numeracy, distilling out the important features and representing these features in sample numeracy materials. This presentation will consist of three stages; the first task of the study and a logical starting point for this paper was to examine the precise nature of numeracy and its scope in enhancing the educational experiences ofany adult learner. Secondly, it is intended to discuss the characteristics of the adult learner those which help learning and those which may potentially hinder the learning process. Finally, a set of guidelines will be outlined which are suggestions for guiding the development of adult numeracy education materials. These guidelines are derived from a distillation of literature and the findings of an evaluation process which was undertaken among practising adult numeracy tutors. Perspectives on Numeracy The term numeracy was first coined in 1959 by the Crowther Committee. It was strongly related to literacy at its inception. Since then it has undergone many changes in definition. A brief overview of some of the perspectives which are currently evident in the literature will be presented. Firstly, cne cannot but be struck by the political rather than scientific nature of the definitions and perspectives. Chapman and Lee (1990) point out that it does not make sense to view either literacy or numeracy in isolation from a literate society. 0' Donoghue (1995) highlights the time-dependency 173 2 BEST COPY AVM LE nature of numeracy. Thus, it is a term which is related to both the learner's chronological age -for it makes no sense to define a three year old as an innumerate and also to the period or era in which it is being considered, As Steen (1990) points out significant changes in the curriculum have occurred since the days of the merchants of Venice when compared with those of the computer society. Lesh and Lammon (1992) give a very concrete example of this relationship between time and knowledge by pointing to the introduction of Cartesian co-ordinates relatively elementary to most mathematics students, yet prior to Rene Descartes, not within the conceptual system then available. Examining the literature related to numeracy, three distinct broad categories of definitions can be identified. There are those which relate to social requirements (Evans 1992; Thorstad 1992 and Pau los 1988). Secondly, a set of definitions point to the strong link between numeracy and mathematics (Sowder 1990; Edwards 1988 and Le Roux 1979). Finally a group of authors strongly tie any definition of numeracy to literacy, (Gal 1994; Skovsmose 1994; Galbraith 1992 and Chapman and Lee 1990). A common theme which threads all of the definitions is that of communications. All authors identify a role for numeracy in enhancing the transmission of information in order to facilitate an individual's understanding of the world. Perspective 1: The mathematics of numeracy The Collins dictionary defines numeracy as the ability to perform basic arithmetic problems. Such a definition is clearly very limited in scope, the key is to deliver the right answer by executing one of the four operations. This definition does not necessarily require any real comprehension of the many and varied concepts in mathematics; symmetry, rates of change, probability etc. nor does it suggest that numeracy requires one to make value judgements regarding relevant or irrelevant information. The Clearinghouse in Australia for Adult Basic Education and Literacy (CAABEL) defines numeracy as the "understanding and application of the mathematics that a person requires for work, study and everyday life" (1993). This definition goes considerably further than `:_at of the Collins dictionary, in that no limit of "basic" is placed on the level of mathematics involved in numeracy. It is more similar to the definition put forward by Cockroft (1982) in that it sees numeracy playing a role in the many contexts wherein mathematics are required. This in very much along the lines of the Shell Centre for Mathematics Education who define numeracy as "the ability to deploy mathematical and other skills in tackling problems of concern or situations of interest in everyday life" (1987). Again mathematics is to the fore as being an essential component of numeracy. However "other skills", while not