[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589104-105":59,"doc-detail-589104-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","shifting-the-gaze-from-the-numerate-individual-to-their-numerate-environment-research-article","Shifting the Gaze - From the Numerate Individual to Their Numerate Environment - Research Article","","Drawing on the concept of the “literate environment,” the authors conceptualise the “numerate environment” to explain how adult numeracy develops. Numerate environments are framed as bundles of opportunities, supports, and demands that enable, shape, and sometimes constrain adults’ numeracy practices. Case studies of UK domestic energy bills and Slovak currency conversion processes illustrate these affordances across individual, mid-level, and societal or national levels. Implications for numeracy policy and learning are developed using affordances at multiple environmental scales.",{"@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/shifting-the-gaze-from-the-numerate-individual-to-their-numerate-environment-research-article/589104/",{"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/shifting-the-gaze-from-the-numerate-individual-to-their-numerate-environment-research-article/589104.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper mean by a “numerate environment”?","Question",{"text":112,"@type":113},"It defines the numerate environment as providing opportunities, supports, and demands for adult numeracy activity, alongside barriers. These dimensions are grouped as affordances across different environmental levels.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the case studies support the framework?",{"text":117,"@type":113},"The study uses domestic energy bills in the UK and a currency conversion process to the euro in the Slovak Republic (from 2009) to illustrate the opportunities, supports, and demands adults encounter and how affordances operate.",{"name":119,"@type":110,"acceptedAnswer":120},"What levels of environment does the paper consider?",{"text":121,"@type":113},"It considers three levels: micro (individuals in small face-to-face groups), mid-level (groups and institutions in civil society), and macro (societal) levels.","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},589104,1792188877,{"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":34,"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":145,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","ADULT LITERACY EDUCATION Fall 2021  \n| [http://doi.org/10.35847/JEvans.KYasukawa.DMallows.JKubascikova.3.3.4](http://doi.org/10.35847/JEvans.KYasukawa.DMallows.JKubascikova.3.3.4) |  |\n| --- | --- |\n|  | Research Article |\n\nShifting the Gaze: From the Numerate Individual to Their Numerate Environment  \nJeff Evans, Middlesex University  \nKeiko Yasukawa, University of Technology Sydney David Mallows, UCL Institute of Education  \nJana Kubascikova, HM Revenue & Customs  \nAbstract  \nDrawing on the concept of the \"literate environment,\" the authors conceptualise the numerate environment to explore the development of adults’ numeracy. Numerate environments provide opportunities, supports, and demands for numeracy practices. Case studies of domestic energy bills in the UK and of the currency conversion process to the euro in the Slovak Republic from 2009 illustrate opportunities, supports, and demands on adults. We use the idea of affordances to understand inter-relations among these three key aspects. We show the importance of considering affordances at different levels of the environment, which we call here individual, mid-level, and societal or national levels. Implications for numeracy policy and learning are explored.  \nKeywords: numerate environment, opportunities, supports, demands, affordances  \nThis paper contributes to the growing interest and research in adult numeracy by proposing and illustrating a framework for describing and analysing the contexts in which adults engage in numeracy. Several trends have contributed to the increasing attention paid to numeracy as a key adult skill, in addition to literacy and digital literacy. One is the experience of adult literacy tutors over the last 40 or more years in discovering needs for quantitative skills among their students (Coben, 1992). Another is the more recent increase in demands on citizens to manage their own economic and social well-being, with  \nthe rise of precarious employment, the roll back of the welfare state in times of austerity (Yasukawa & Evans, 2019), and changes in the way in which\"customer service\" support is provided by many private firms (Nayak & Beckett, 2008). In addition, large-scale assessments of adults’ skills, such asthe Organisation for Economic Cooperation and Development (OECD, 2013) Survey of Adult Skills, identify numeracy as one of the \"key informationprocessing competencies’ that are relevant to adults in many social contexts and work situations, and necessary for fully integrating and participating in the labour market, education and training, and social and civic life\" (p. 5).  \nIn an earlier paper (Evans et al., 2017), we  \nCorrespondence: [j.evans@mdx.ac.uk](j.evans@mdx.ac.uk) 4  \nintroduced the notion of the numerate environment as a way of beginning to interrogate how contexts can both afford and constrain numeracy practices. We argued that this in turn has implications for how we might conceptualise assessments of, and initiatives to support, numeracy development. We aim in this primarily conceptual paper to further develop our concept of the numerate environment, by articulating  \na framework for analysis. We suggest that a numerate environment has the three dimensions of opportunities, supports, and demands for adults’numeracy activity, plus barriers that individuals may encounter. We now group all four of these dimensions as affordances (van Lier, 2000). We explore ways of changing the focus of our analysis of policy and practice in adult numeracy from the (more or less) \"skilled\" individual to the environment in which that individual functions. We see this environment as made up of various social institutions and organisations, characterised by (recurrent) social practices,  \nthat can be understood as functioning at three\"levels,\" we explore these levels in a range of short examples and in two case studies. The three levels we consider here are the micro (the individual in small face-to-face groups), the mid-level (groups and inst","cbCaif5xm3cz7Rkv","https://ap.wps.com/l/cbCaif5xm3cz7Rkv","pdf",246855,15,"English","# Abstract\n## Introduction and Framework\n## Literature Review","[{\"question\":\"What does the paper mean by a “numerate environment”?\",\"answer\":\"It defines the numerate environment as providing opportunities, supports, and demands for adult numeracy activity, alongside barriers. These dimensions are grouped as affordances across different environmental levels.\"},{\"question\":\"How do the case studies support the framework?\",\"answer\":\"The study uses domestic energy bills in the UK and a currency conversion process to the euro in the Slovak Republic (from 2009) to illustrate the opportunities, supports, and demands adults encounter and how affordances operate.\"},{\"question\":\"What levels of environment does the paper consider?\",\"answer\":\"It considers three levels: micro (individuals in small face-to-face groups), mid-level (groups and institutions in civil society), and macro (societal) levels.\"}]","Shifting the Gaze - From the Numerate Individual to Their Numerate Environment - Research Article | PDF",1792066559,38]