THE NATURE OF THE NUMERACY LEARNER

The Need for Numeracy Tuition

Is the ability to do mathematics necessary in everyday life? Although there may be differing opinions about the degree to which we need mathematics, few will deny its usefulness. To determine those needs, let us look at the self-expressed motivations of those who seek numeracy tuition. From information gathered at the Adult Literacy Centre in Nottingham, U.K. (Riley, 1984) and Friends' Centre Project in Brighton, U.K. (Traxler Gabony, 1982), four clear areas of demand may be identified:

(1) coming to terms with the math that one encountered unsuccessfully at school (feeling of having “missed out”) and thus improving one's self-image;

(2) vocational math for nonspecific reasons or for employment entrance exams;

(3) social or “survival” maths including the wish to help children with school work;

(4) math for enjoyment or for further study.

An important conclusion drawn from these observations is that people seek numeracy tuition for reasons other than assistance with everyday problems and that success in mathematics is as great a motivating factor for learning as relevance.

Past Experience with Mathematics

Mathematics seems to invoke the extremes in sentiment. Whenever I tell someone that I was a math teacher, the response is either: “Oh, I never did good in math,” or “Oh, I used to love doing math.” Those who seek tuition in numeracy usually fall into the first category. From their public school experience, many express the sense of confusion, frustration and boredom. The Cockroft Report (1982), Mathematics Counts, makes it clear that schools have continued to be dominated by an examination system which reinforces “feelings of inadequacy and failure.” (Marks, 1984) These negative feelings about mathematics provide a poor foundation for the practical math of adult life. These observations are further corroborated by the two studies that follow.

The Use of Mathematics by Adults

In 1980, a two-stage study was completed in the Reading, Berkshire, U.K. area concerning adults' use of mathematics. (Use of Mathematics by Adults in Daily Life, ACACE) Among the conclusions reported by Warburton (1982) are the following:

(1) It is not easy to define everyday mathematical needs; they depend on the mathematical skills possessed and, more importantly, on the positive personal attitudes towards the use of mathematics.