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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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