2. Towards a definition of Numeracy for ALL

The discussion above implies that adult numeracy should be viewed as different from "knowing school mathematics", that it is broader than the construct of Quantitative Literacy as defined in IALS, and also that multiple factors affect the way adults cope with the demands imposed by tasks that contain mathematical elements. (Note: For convenience, this report uses the term "mathematical" as inclusive of situations where statistical or probabilistic information may appear or where statistical thinking is required as well, even though statistical reasoning is not usually viewed as a branch of mathematics.).

Although a universally accepted definition of "numeracy" does not exist (Baker and Street, 1994), it is instructive to further examine some definitions and perspectives on the meaning of numeracy, and note that all contain an emphasis on the practical or functional application and use of mathematical knowledge and skills. The Australian Beazley Committee definition is typical:

Numeracy is the mathematics for effective functioning in one's group and community, and the capacity to use these skills to further one's own development and of one's community (Beazley, 1984).

Another important element in defining numeracy is that of the role of communication processes. Numeracy not only incorporates the individual's abilities to use and apply mathematical skills efficiently and critically, but also requires the person to be able to interpret textual or symbolic messages as well as communicate about mathematical information and reasoning processes (Marr and Tout, 1997; Gal, 1997).

Most recent definitions of numeracy explicitly state that numeracy does not only refer to operating with numbers, as the word can suggest, but covers a wide range of mathematical skills and understandings. In recent years there has been much discussion and debate about the relationship between mathematics and numeracy and about the concept of "critical" numeracy (Frankenstein, 1989, Johnston, 1994). Johnston, for example, has argued that:

To be numerate is more than being able to manipulate numbers, or even being able to 'succeed' in school or university mathematics. Numeracy is a critical awareness which builds bridges between mathematics and the real-world, with all its diversity (Johnston, 1994).

Many authors also argue that a discussion of functional skills should also address supporting or enabling attitudes and beliefs. In the area of adults' mathematical skills, "at homeness" with numbers or "confidence" with mathematical skills is expected, as these affect how skills and knowledge are actually put into practice (Cockroft, 1982; Tobias, 1993).

A definition of numeracy that seems to incorporate several of the aspects of numeracy noted above is from the Queensland Department of Education (1994) in Australia:

Numeracy involves abilities that include interpreting, applying and communicating mathematical information in commonly encountered situations to enable full, critical and effective participation in a wide range of life roles.