Facets of Numeracy: Teaching, Learning and Practices

Welcome to the era of vague news: a study of the demands of statistical and mathematical products in the COVID-19 pandemic media

“…Research related to critical thinking has a significant history within mathematics education, especially in relation to attempts to identify the capabilities or basic skills required by citizens to participate in society in an informed and responsible way (e.g., Madison & Steen, 2003). Critical thinking (Ennis, 2011 ) is seen as a key enabler of citizens’ capacity to form effective judgments and make prudent decisions (e.g., D’Ambrosio & D’Ambrosio, 2013 ; Ernest, 2002 ; Gal et al, 2020 ; Geiger et al, 2020 ; Skovsmose & Nielsen, 1996 ) and is a key element within models of numeracy and statistical literacy (e.g., Gal, 2002 ; National Academies of Sciences, Engineering, and Medicine, 2016 ; Tout et al, 2021 ). Recent analyses of the pandemic-related media (e.g., Borba, 2021 ; Jablonka & Bergsten, 2021 ; Stephan et al, 2021 ) have heightened the focus on criticality through attention to the role of mathematics and statistics in issues such as the social construction of reality, the shaping of public discourse about restrictions of citizens’ rights, or validating positions of power and political influence.…”

“… Generating educational programs that go beyond simple and abstract notions of probability, and include comprehension of levels of vagueness, uncertainty and risk as they are communicated in the media. Examining citizens’ actual practices and behaviors (Gal et al, 2020 ; Geiger et al, 2020 ) when engaging and evaluating the different categories of statistical and mathematical products, i.e., StaMPs, in media items that report on key civic topics (e.g., a pandemic, global warming) and on related policy decisions. …”

“…Examining citizens’ actual practices and behaviors (Gal et al, 2020 ; Geiger et al, 2020 ) when engaging and evaluating the different categories of statistical and mathematical products, i.e., StaMPs, in media items that report on key civic topics (e.g., a pandemic, global warming) and on related policy decisions.…”

“…There has also been an increasing emphasis in the literature on the need for citizens to develop critical capabilities. Calls have been made for educational approaches that can promote an understanding of how mathematics and statistics are used to serve social power structures, or manipulate and shape public opinion (e.g., Frankenstein, 1989 ; Geiger, et al, 2020 ; Weiland, 2017 ). For example, the focus of a recent essay by Skovsmose ( 2021 ) describes three different relationships between mathematics and crises (such as the current pandemic): (1) modelling or picturing of crises as a way of representing reality; (2) construing a crisis in that mathematics is integrated into the development of a phenomenon; and (3) formatting a crisis in a way where mathematics is used to shape the reading and interpretation of a crisis.…”

How Important of Students' Literacy and Numeracy Skills in Facing 21st-Century Challenges: A Systematic Literature Review

“…The way to improve one's numerical skills in the real world is to improve one's mathematical knowledge. Thus, it's not just math that makes it easier for people to understand other people's ideas; it also requires numeric skills so that people may access and use more advanced knowledge in various areas of their lives (Geiger, 2016(Geiger, , 2018Oktafiani et al, 2020). Literacy and numeracy are fundamental skills in facing the 21st century.…”