“Numeracy was presented as a companion skill to literacy.” (Westwood, 2006, p.2)
Cockcroft Report (as cited in Westwood, 2006)
To be numerate:
1. Having the confidence to us and apply numbers practically in everyday life.
2. Being able to interpret and understand information presented in mathematical terms.
Interest in numeracy began amongst adults in the workplace. (Westwood, 2006)
Date 1990 - 1999
United Kingdom: Numeracy = The ability to process, communicate and interpret numerical information in a variety of contexts.
Askew et.al (as cited in Westwood, 2006)
To be numerate = Use mathematics effectively to meet the general demands of life. AAMT (as cited in Westwood, 2006)
Australian Association of Mathematics Teachers (AAMT) (as cited in Westwood, 2006) voiced that literacy and numeracy are separate areas of learning.
To be numerate= The ability and disposition to use mathematics effectively. Minister of Education, NZ (as cited in Westwood, 2006)
Numeracy: “…multifaceted and sophisticated construct, incorporating mathematics, communication, cultural, social, emotional and personal aspects of each individual in contexts.” Maguire and O’Donaghue (as cited in Westwood, 2006, p.5)
Emergence of ‘multiple numeracies’, for example: community numeracy, critical numeracy, workplace numeracy, consumer maths and street maths. Steen (as cited in Westwood, 2006)
Numeracy: dependent on context of individual. It means different things to different people based on interests and lifestyle. Turner (as cited in Westwood, 2006)