With the growing use of technology within the workplace the need for numeracy skills will become increasingly critical. Two key ALRP numeracy reports Learning numeracy on the job: a case study of chemical handling and spraying (Gail FitzSimons et al. 2005) and Thinking beyond numbers: learning numeracy for the future workforce (Beth Marr & Jan Hagston 2007) use the following definition of numeracy by Coben (2000):

To be numerate means to be competent, confident, and comfortable with one's judgements on whether to use mathematics in a particular situation and if so, what mathematics to use, how to do it, what degree of accuracy is appropriate, and what the answer means in relation to the context.

In a third report, Whose responsibility? Employers' views on developing their workers' literacy, numeracy and employability skills (Ray Townsend & Peter Waterhouse 2008), the researchers outline why numeracy cannot be considered as discrete and entirely separate from literacy.

In workplace practice, these skills are often used in conjunction with one another. To address a work problem or complete a workplace task might entail gathering and analysing information; using number or mathematical skills; reading, writing and reporting (verbally and/or in writing); using a computer or another piece of plant or equipment; working with other people, perhaps in a team; and quite possibly demonstrating some initiative. In this way, language, literacy, numeracy and generic or employability skills are linked with notions of employability and work performance (Townsend & Waterhouse 2008, p.13)

But are we providing numeracy skills training to the right people?

Lynne Gleeson’s research Economic returns to education and training for adults with low numeracy skills (2005) found that adults with poor basic skills, particularly poor numeracy skills, are more likely to be unemployed or employed in manual occupations, to receive low wages, have lower promotion prospects and to have relatively low positions at work. This project showed that this low skill level cohort is less likely to receive training but when they do they receive positive and significant benefits such as higher wages (p.6, emphasis added).

Several research projects comment that in general, people have significant fear about 'doing maths' that links back to negative schooling experiences and do not have a strong sense of their existing practical numeracy skills.

Check out the list of important workplace numeracy skills on page 11 of Thinking beyond numbers: learning numeracy for the future workplace (Marr & Hagston NCVER 2007).

Interesting VOCED reports

The adult numeracy handbook: reframing adult numeracy in Australia, edited by Sheilagh Kelly with Betty Johnston and Keiko Yasukawa 2003.

Effective teaching and learning: numeracy, Diana Coben et al. 2007.

Other useful websites

Numeracy-related reports and resources contained in the WELL Database (hosted by VOCED) - e.g., search under 'numeracy' in the 'every possible field' and select 'WELL database'.

LiteracyNet: 'This site contains key information about Australian adult literacy activity and links to a range of additional programme, professional development, resource, and research sites.'

Adult Literacy Down Under on the Supporting Adult and Applied Learning and Teaching website.