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\nResearch Article  \nThe PIAAC Numeracy Framework: A Guide to Instruction  \nDonna Curry, Center for Adult Numeracy, TERC  \nAdult learners come to our classes at all different levels, with misconceptions, gaps in some areas but strengths in others. There is no class that is truly homogeneous, especially if the class is based on a one-time multiple-choice test. This messiness is one reason many adult education math teachers feel like the best way to work with their students is to have them all in separate workbooks (including“tech-based workbooks”) which typically focus on decontextualized procedural practice – a unit each on fractions, decimals, data, geometry, etc. And, because this is the model that most  \npractitioners are used to seeing, they simply follow the workbook (or virtual lessons). They often have trouble figuring out how to differentiate instruction other than to have every student on a different page in the workbook. This means that there is little classroom discussion about topics of significance to students and students rarely see math as useful in their lives. Their main purpose for learning math in the adult education classroom is often just to pass the “test.”  \nThe Program for International Assessment of Adult Competencies, better known as PIAAC, developed  \nWhat is PIAAC?  \nIn 2013, the Organization for Economic Cooperation and Development (OECD) released the first results of a multi-cycle program of assessment of adult skills – the Program for International Assessment of Adult Competencies (PIAAC) . Twenty-four countries—including the U. S. and most other developed countries in the world—participated in the first round of this assessment in 2011-12, which was designed to give countries critical information on how well-prepared their adult residents were to participate fully in the civic, cultural and economic life of their countries in the 21st century. In addition to assessing three key information-processing skills—literacy, numeracy, and problem solving in technology-rich environments—PIAAC included a skills use module, which collected information from each participant on additional skills used in the workplace, including communication, interpersonal, problem-solving and learning skills, as part of an extensive background questionnaire, which collected information on education and work history, in addition to demographic data, that would help each country understand the range and distribution of skills among its adult population so that it could use the assessment data to make important policy decisions about the best ways to improve adult skills. Taken together, these features of PIAAC make it the most comprehensive assessment of adult skills undertaken to date.  \nCorrespondence: Donna Curry, [donnac@gwi.net](donnac@gwi.net) 33  \na numeracy assessment framework that was used internationally to assess adults’ numeracy skills. The assessment gauged adults’ (aged 16 – 65 years) numeracy skills across a full range, from adults with very low levels of numeracy to college level math ability. PIAAC’s assessment framework is based on two concepts: math as being use-oriented and math proficiency as a continuum. While this framework was designed to measure adults’ numeracy ability in a structured assessment environment (including adults’ home with trained evaluators) , it is useful beyond its original intent. This framework can be used to help teachers better understand how to differentiate instruction while still focusing on a particular theme or topic in a classroom, ensuring rich discussions about topics of interests to students. This can be flexibly done once teachers become comfortable with the PIAAC numeracy framework.  \nIn this article, we will discuss several key elements of the PIAAC assessment framework, includingthe definition of numeracy and numerate behavior, facets of numerate behavior, enabling processes that support such behavior, and complexity factors that de","cbCaieSqHIqLMP8k","https://ap.wps.com/l/cbCaieSqHIqLMP8k","pdf",379106,"English","# What is PIAAC?\n## PIAAC’s core concepts and assessment features\n# Using the PIAAC framework for instruction\n## Differentiating numeracy tasks\n## Enabling processes and complexity factors\n# Example: parallel numeracy tasks","[{\"question\":\"Why does the article criticize traditional workbook-based adult math instruction?\",\"answer\":\"It argues that adult learners differ widely in level and misconceptions, so workbook-only pacing limits differentiation, classroom discussion, and students’ ability to see math as useful in daily life.\"},{\"question\":\"What are the two main concepts underlying PIAAC’s numeracy framework?\",\"answer\":\"The framework treats math as use-oriented and views math proficiency as a continuum across levels of ability.\"},{\"question\":\"How can teachers apply the PIAAC numeracy framework in classrooms?\",\"answer\":\"Teachers can differentiate instruction by adjusting features of numeracy tasks, using the framework’s numeracy components to tailor activities while supporting rich discussions around relevant themes.\"}]","The PIAAC Numeracy Framework - A Guide to Instruction - Research Article | PDF",1792065987,48]