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(2017) Numeracy skills and the numerate environment: Affordances and demands. Adults Learning Mathematics: An International Journal, 12(1), 17-26.  \nNumeracy Skills and the Numerate Environment: Affordances and  \nDemands  \nJeff Evans  \nMiddlesex University  \n\u003C[j.evans@mdx.ac.uk](j.evans@mdx.ac.uk)>  \nKeiko Yasukawa  \nUniversity of Technology Sydney  \n[keiko.yasukawa@uts.edu.au](keiko.yasukawa@uts.edu.au)  \nDavid Mallows  \nUCL Institute of Education  \n\u003C[d.mallows@ucl.ac.uk](d.mallows@ucl.ac.uk)>  \nBrian Creese  \nUCL Institute of Education  \n\u003C[bjc@briancreese.co.uk](bjc@briancreese.co.uk)>  \nAbs tract  \nIn the 2012 PIAAC Survey of Adult Skills of 23 industrialised countries, the UK (England & NI) scored below average on adult numeracy. Several recommendations focus on the need for (some) individuals in the population to undergo training. Yet, even in “high-performing countries” like the Netherlands, many adults (1.5M) score at or below PIAAC Level 1 (sometimes designated as “functionally innumerate”) . The question arises as to how all of these people manage in important domains oftheir lives. In this article we aim to consider the context of the exercise of numeracy by adults, drawing on earlier research in mathematics education. We examine a recent conception of an adult’s ‘literate environment’ (EU HLG on Literacy, 2012), and extend this to reflect on the idea of an adult’s ‘numerate environment’. We consider the range of practices that particular adults may engage in, and the demands that these may make on the adult, the affordances the practices may offer; the latter include the opportunities, and the supports and / or barriers produced within these practices, and in cultures more generally, that may foster or impede an adult’s ongoing numerate development. We give examples of each of these aspects of adults’ numerate practices, and consider implications for the teaching, learning and development of numeracy.  \nKey words: numeracy, assessment, PIAAC, skills  \nVolume 12(1)– 2017 17  \nIntroduction  \nIn the 2012 PIAAC Survey of Adult Skills of 23 industrialised countries, the UK (England & Northern Ireland) is one of ten countries which scored below average on Numeracy. (It scored above average on Adult Literacy and above average on “PSTRE”(“basic IT skills” or “digital literacy”).) The Numeracy results, in particular, were widely hailed in the media as “not good”(Yasukawa, Hamilton & Evans, 2016) . Even in “high-performing countries” like the nearby Netherlands, many adults (1.5M, out of just over 11M aged 16-65) scored at or below PIAAC Level 1, and thus are seen as “functionally innumerate”. In spite of their different positions in the overall rankings, these two countries, and many others, appear to share a common policy problem, namely what is to be done about such apparently significant groups of adults?  \nSome of the remedies proposed focus on the lacks, or deficits, on the part of (at least some) adults in the population. On this view, the solution is training, mostly via formal learning such as in“basic skills courses” at college. However, we also know from sources such as the EU Adult Education Survey and PIAAC itself that adults who seem to have the most need are the least likely to engage in formal adult education courses.  \nWe might ask: How do all these people manage in important domains oftheir lives? Perhaps they are more at ease than some policy makers allow (Grotlüschen et al., 2016)? This echoes earlier findings that respondents consistently self-rated their level on literacy and numeracy higher than they “should have”, given their scores on the previous OECD sponsored surveys, the International Adult Literacy Survey (IALS), and the Adult Literacy and Lifeskills Survey (ALL), as well as on national surveys like the Skills for Life assessments in the UK (e.g. Ekinsmyth & Bynner, 1994; Henningsen, 2006) .  \nPerhaps adult skills policy makers and most adult cit","cbCaikippJNG4v5u","https://ap.wps.com/l/cbCaikippJNG4v5u","pdf",258337,"English","# Introduction\n## Understanding the Contexts of Adults’ Lives\n## Ecological and sociocultural approaches to numeracy contexts","[{\"question\":\"What problem does the paper address regarding adult numeracy?\",\"answer\":\"Many adults score at or below PIAAC Level 1, raising questions about how they manage numeracy-intensive domains of everyday life and what policy or educational responses are appropriate.\"},{\"question\":\"How does the authors’ concept of a “numerate environment” relate to “literate environment”?\",\"answer\":\"The paper examines adults’ numeracy development by extending the earlier “literate environment” conception to include practices, demands, and affordances specific to numeracy.\"},{\"question\":\"What kinds of factors does the paper say numeracy practices can offer adults?\",\"answer\":\"It describes opportunities, supports and barriers produced within practices, and broader cultural contexts that may either foster or impede adults’ ongoing numerate development.\"}]","Numeracy Skills and the Numerate Environment - Affordances and Demands | PDF",1792065820,25]