Numeracy is a life skill, not just an academic skill. Levels 1 and 2 Numeracy Benchmarks strive to place numeracy and numerical computation skills within the context of everyday life. According to Tout and Schmitt (2002), "Numerate behaviour is using mathematical and literacy knowledge, ideas, and problem-solving skills to manage a situation or solve a problem in a real context" (p. 156). Numeracy includes knowledge of mathematics, but goes beyond that to include problem- solving or reasoning skills and oral discussion about numeracy skills. For this reason, problem-solving is integrated into all of the Numeracy learning outcomes. Withnall (1995) explains:
Numeracy is something other than a set of mechanistic, discrete computational skills that can be learnt in an artificial context and then transferred to real-life situations.
. . . it requires the ability to combine both mathematical and communication skills as well as the development of confidence in using numbers appropriately and competently in a range of practical situations as they occur in an individual's life. (p. 14)
Learners are encouraged to talk about math and talk through the problem-solving process, rather than being asked merely to memorize a strategy and do pen-and-paper exercises. Because many adults suffer from "math anxiety," the ability to talk about math and discuss problem-solving with others is crucial. Also, many learners already have numeracy skills and have learned to solve mathematical problems without the benefit of formal instruction. This learning is valued within Numeracy learning outcomes.
The following recollection of an instructor illustrates a learner 's views on "school" math and daily life:
I asked a group of my GED math students to tell me how much it would cost if you bought four shirts for $7.98 each. They were told they could figure it out any way they wanted, except they could not use paper and pencil. I watched as they used their fingers in the air or "wrote" on the desk. Most were able to multiply and get the right answer. When I asked how they got their answer, all agreed they needed to multiply $7.98 by four.
I then asked if they were in a store and had to figure out the same problem, would they have done it the same way? All agreed they probably would not solve it the same way in real life. Some said they would have multiplied four by seven, plus four by one, and then subtracted eight cents from that total. Others said they would have rounded $7.98 to $8.00, multiplied that by four, and then subtracted eight cents from the product. I then asked why no one admitted to solving the problem like that in class. The response was that this is math, so they needed to "do it out"
(Saskatchewan Literacy Network, 2001, Saskatchewan Level 2 Numeracy Kit)