[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588647-105":59,"doc-detail-588647-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","numeracy-into-action-putting-numeracy-research-into-practice","Numeracy into action - Putting numeracy research into practice","","In 2014 the National Adult Literacy Agency (NALA) published a research report, What really counts next: action learning project with numeracy tutors (Sellers and Byrne, 2014), documenting how numeracy tutors changed their practice. The report explains practical approaches for teaching numeracy to adult learners and supports numeracy development through actionable strategies. This article synthesises the report’s main findings and adds two mini case studies that illustrate numeracy work in action.",{"@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/numeracy-into-action-putting-numeracy-research-into-practice/588647/",{"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/numeracy-into-action-putting-numeracy-research-into-practice/588647.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","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 is the purpose of the 2014 NALA action learning project report?","Question",{"text":112,"@type":113},"It examines how numeracy tutors changed their practice and identifies practical tips for teaching numeracy to adult learners. 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The report provided an in-depth insight into the way tutors made changes to their practice, and offered practical tips on how to teach numeracy to adult learners in order to support their numeracy development. This article summarises the main findings from the report and provides two mini case studies showcasing numeracy work in action.  \nKeywords: (Numeracy, Literacy, Research, Practice, Teaching strategies)  \nIntroduction  \nIn 1997 the publication of the OECD International Adult Literacy Survey (IALS) showed that in Ireland 25% of the population between the ages of 16–64 performed at the lowest level of a five point scale of literacy and numeracy skills (Morgan et al, 1997) . In 2012 the results of the OECD Programme for the International Assessment of Adult Competencies (PIAAC) showed that just over a quarter of Irish adults score at or below level 1 for numeracy (25.6%) whilst one in six (17.9%) scored at or below level 1 for literacy (CSO, 2012) . In 2013 a review of the adult literacy service in Ireland recommended that numeracy should be strongly promoted as an option for adult learners and participation should be increased in both standalone and integrated numeracy programmes (DES, 2013). During 2014 two major publications were launched that focus on the development of further education and training in Ireland. Further Education and Training in Ireland: Past, Present and Future (ESRI, 2014) and the Further Education and Training (FET) Strategy 2014–2019 (SOLAS 2014). The ESRI report sets out the historical evolution of further edu-  \ncation and training provision in Ireland. The FET Strategy contains objectives that promote literacy and numeracy across FET  \nTo date, there is a dearth of research into adult numeracy practice in Ireland. Therefore, we know very little about the teaching methodologies and pedagogical approaches of adult numeracy tutors. Adult literacy and numeracy tutors belong to a distinct community of practice, yet unlike many educators, they get few opportunities to learn from observing each other (Lave and Wenger, 1991) . In recent years, NALA embarked on a programme of research that sought to capture teaching in literacy and numeracy practice. The research used a case study methodology to examine the teaching approaches and strategies used by adult literacy and numeracy tutors in their day to day work.  \nIn 2013 NALA published What really counts: case studies of adult numeracy practice in Ireland (Byrne and Sellers, 2013) . The research recorded the numeracy teaching practice of five tutors working around Ireland. It looked at their ‘general teaching approaches’(how they used questioning, problem solving, context and collaborative learning), and their ‘topic specific’ approaches (for example, how they taught measurement or percentages). All of the ‘topic specific’ teaching strategies were collated in a practice table at the back of the report. Keen to maximise the impact of the research a followup Action Learning Project (ALP) based on the case studies was carried out in 2014. The ALP sought to gather information about the immediate impact of the case study research, by trialling the practice described in the report with numeracy tutors. Participation in the ALP provided an opportunity for tutors to develop new knowledge and skills to improve how they teach numeracy, and produce further teaching and learning ideas and resources to share with other practitioners. Thirteen tutors took part in the project and the findings were published in the report What really counts next: Action learning project with numeracy tutors (Sellers and Byrne, 2014) .  \nFindings  \nTutors reported that they saw the action learning project as","cbCait2RjgO5XpLV","https://ap.wps.com/l/cbCait2RjgO5XpLV","pdf",85878,"English","# Introduction\n# Findings\n## Tutor perspectives on innovation\n## Reflection and classroom practice changes\n# References","[{\"question\":\"What is the purpose of the 2014 NALA action learning project report?\",\"answer\":\"It examines how numeracy tutors changed their practice and identifies practical tips for teaching numeracy to adult learners. The findings are used to inform wider teaching approaches and resources.\"},{\"question\":\"What teaching approaches did tutors explore during the project?\",\"answer\":\"Tutors used a mix of questioning, problem-based learning, meaningful contexts, and collaborative learning. Many also experimented with motivation strategies such as games and group activities.\"},{\"question\":\"How did participation in the project influence tutors’ lesson planning and classroom practices?\",\"answer\":\"Tutors described reflective planning and greater openness to developing professional practice. Examples include using iPads and apps earlier in a topic and splitting learners into small groups to discuss and reach answers together.\"}]","Numeracy into action - Putting numeracy research into practice | PDF",1792065668,23]