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Grounded in social practice theory, it treats numeracy as contextual practices rather than isolated, transferable skills. After outlining the theory and the author’s chosen methodology, the article analyzes research findings and derives practical implications for developing relevant numeracy learning experiences for Gusilay women.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/implications-of-social-practice-theory-for-the-development-of-a-numeracy-programme/588558/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/implications-of-social-practice-theory-for-the-development-of-a-numeracy-programme/588558.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What central idea guides the article’s approach to numeracy?","Question",{"text":112,"@type":113},"The article applies social practice theory, viewing numeracy as contextual practices rather than skills learned and used in isolation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which group’s needs and practices are investigated for the proposed programme?",{"text":117,"@type":113},"The research focuses on the Gusilay people group in Senegal, specifically identifying felt numeracy needs and traditional numeracy practices of Gusilay women.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of activities are used to describe numeracy “events” in the study?",{"text":121,"@type":113},"Participant observations cover numeracy events connected to harvesting rice, cooking, and selling vegetables.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588558,1792210166,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Gerger, Implications of social practice theory for the development of a numeracy programme. ALM International Journal, Volume 9(2), 85-96  \nImplications of social practice theory for the development of a numeracy programme for the Gusilay people group in Senegal  \nElisabeth Gerger  \nSIL, Dakar, Senegal  \n\u003C[elisabeth_gerger@sil.org](elisabeth_gerger@sil.org)>  \nAbstract  \nIn this article, I present research on some traditional numeracy practices of the Gusilay people group in Senegal and make recommendations for developing a numeracy programme for women. Based on a strong foundation of traditional knowledge and practices, the programme will aim to meet felt needs of women who are faced with new numeracy related challenges due to changes in society. My research is placed in the framework of social practice theory, which emphasizes the fact that numeracy is not a set of skills that are learned and used in isolation, but rather practices that happen in context and vary with it. After a brief outline of social practice theory and the methodology I have chosen for my research, I analyze my findings from that perspective and suggest some practical implications for developing a numeracy programme for Gusilay women.  \nKey words: adult numeracy; social practice; ethnography; Africa  \nIntroduction  \nIn my work as coordinator for adult literacy programmes in several Senegalese languages I am often asked by literacy class participants why we do not offer a numeracy programme. Many learners, especially women, feel the need for acquiring more numeracy skills. For example, some women sell charcoal or cookies, but have no idea how to fix the selling price. Teaching numeracy to women within the context of a literacy programme will increase their understanding of basic mathematical concepts, strengthen their ability to mathematize and give them skills and confidence to better face numeracy related challenges. I decided to review relevant literature and to research traditional numeracy practices of one people group, the Gusilay, in order to be better equipped to help meet these felt needs. I set out to investigate the following questions: What are the felt needs of Gusilay women in the area of numeracy? What are some of their traditional numeracy practices?  \nLiterature tells me that each society develops mathematical ideas in a different way due to various factors, based on the needs of the group (Zaslavsky, 1999) . In order to build a curriculum for a numeracy programme that is designed specifically for the target group, relating to their cultural values, practices and needs, a thorough analysis of the situation, including linguistic and social research into existing numeracy practices and felt needs is required (Dalbéra, 1990). Moreover, basing the curriculum on traditional practices and beginning with what adults already know should build motivation, help learners overcome their fears of not being able to learn numeracy and enable them“to develop their ability to cope with their problems themselves”(p. 11) .  \nVolume 9(2)–November 2014 85  \nThis article begins with a brief summary of social practice theory and the methodology I have chosen, followed by some background information on the Gusilay people group in Senegal, their number system and a description of my participant observations of three numeracy “events”(Heath,1983) from harvesting rice to cooking, and selling vegetables. A discussion of the implications of my findings, from a social practice theory point of view, leads to various suggestions for the development of a numeracy programme for Gusilay women. This time could be seen as a critical moment in adult mathematics for the Gusilay people group, when important questions are raised that will influence the development of a relevant numeracy programme.  \nSocial practice theory  \nDeveloped in the context of literacy (Barton & Hamilton 1998; Gee, 1990; Street, 1984;), social practice theory emphasizes the fact that literacy practices a","cbCaieOuunCYl5hu","https://ap.wps.com/l/cbCaieOuunCYl5hu","pdf",298407,12,"English","# Abstract\n# Introduction\n# Literature Review\n# Social practice theory\n# Methodology and findings\n# Implications for developing a numeracy programme","[{\"question\":\"What central idea guides the article’s approach to numeracy?\",\"answer\":\"The article applies social practice theory, viewing numeracy as contextual practices rather than skills learned and used in isolation.\"},{\"question\":\"Which group’s needs and practices are investigated for the proposed programme?\",\"answer\":\"The research focuses on the Gusilay people group in Senegal, specifically identifying felt numeracy needs and traditional numeracy practices of Gusilay women.\"},{\"question\":\"What kinds of activities are used to describe numeracy “events” in the study?\",\"answer\":\"Participant observations cover numeracy events connected to harvesting rice, cooking, and selling vegetables.\"}]","Implications of social practice theory for the development of a numeracy programme | PDF",1792065492]