Numeracy

What is Numeracy and why does it matter?

A numerate individual has the confidence and awareness to know how and when to apply qualitative reasoning and spatial reasoning in every day life situations. Reasoning about qualitative information includes but is not limited to judging the magnitude of numbers, estimating amounts, interpreting statistical data and recognizing patterns. Reasoning about spatial information includes but is not limited to understanding shape and space, measuring height, time or weight, determining directions and locations and creating as well as interpreting maps. All of these processed involve information that is expressed with numbers and mathematical relationships. In the classroom, numeracy looks like learners using mathematical concepts and competencies to make sense of problems, applying skills and strategies to solve problems, then communicate solutions using appropriate vocabulary and organizing solutions in a logical and reasonable manner.

In the school setting, numeracy can be found during mathematics lessons, incorporated into daily routines and become a way to look at the world through a lens of problem-solving using numbers and quantities.

How are numeracy and mathematics related and connected?

Mathematics is the scientific study of number, quantities and space. There are many branches of mathematics which include abstract topics like algebra, calculus and number theory, as well as applied concepts like geometry, statistics and computer science. Numeracy draws on understandings from the study of mathematics but places emphasis on using these understandings to apply, interpret, analyze, solve and communicate about how those mathematical findings matter to help individuals make sense of the world around them.

The BC Ministry of Education Mathematics curriculum aims to build the foundations of learners' understanding of mathematical concepts through the lens of the three core competencies: communication, thinking as well as personal and social competency.

Math is about sense-making. "This is the most fundamental idea that a...teacher of mathematics needs to believe and act on. It is through the teacher's actions that every [learner] in his or her own way can come to believe this simple truth and, more importantly, believe that he or she is capable of making sense of mathematics. Helping students come to this belief should be the goal of every teacher. " 

(Van de Walle, Teaching Student-Centred Mathematics, 2006, p. ix)