Relevant bibliographies by topics / Numeracy

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Academic literature on the topic 'Numeracy'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Numeracy"

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Zebian, Samar. "Number Conceptualisation among Lebanese Micro-Business Owners who Engage in Orally-Based Versus Paper-Based Numeracy Practices: An Experimental Cognitive Ethnography." Journal of Cognition and Culture 8, no. 3-4 (2008): 359–85. http://dx.doi.org/10.1163/156853708x358227.

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AbstractThe study of everyday numeric thinking in adults directs our attention to several aspects of number cognition that have received almost no attention in the experimental cognitive science literature, namely the influences of socially situated artifact use on numeric processing. The current studies explore numeral recognition and conceptualisation processes in business people who engage in different types of numeracy practices; orally based numeracy practices which involve very little use of written records compared to paper-based numeracy practices. Ethnographic observations of Lebanese business people were conducted to gain a detailed understanding of the socio-cognitive demands in orally-based paperless and paper-based business settings. These observations were in turn used to design experimental reaction time studies which investigated currency based numeral recognition and conceptualisation processes. The results of the numeral recognition and priming studies clearly illustrate that the use of artifacts in everyday numeracy practices influences numeral recognition and conceptualisation in a way that suggests tight linkages between the visio-spatial processes involve in recognizing numerals embedded in cultural artifacts and the semantically based processes involved in the conception of these numerals. The relevance of the current findings for the main models of adult numeric cognition and for research on everyday numeracy will be discussed.
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Peters, Ellen, Mary Kate Tompkins, Melissa A. Z. Knoll, Stacy P. Ardoin, Brittany Shoots-Reinhard, and Alexa Simon Meara. "Despite high objective numeracy, lower numeric confidence relates to worse financial and medical outcomes." Proceedings of the National Academy of Sciences 116, no. 39 (September 9, 2019): 19386–91. http://dx.doi.org/10.1073/pnas.1903126116.

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People often laugh about being “no good at math.” Unrecognized, however, is that about one-third of American adults are likely too innumerate to operate effectively in financial and health environments. Two numeric competencies conceivably matter—objective numeracy (ability to “run the numbers” correctly; like literacy but with numbers) and numeric self-efficacy (confidence that provides engagement and persistence in numeric tasks). We reasoned, however, that attaining objective numeracy’s benefits should depend on numeric confidence. Specifically, among the more objectively numerate, having more numeric confidence (vs. less) should lead to better outcomes because they persist in numeric tasks and have the skills to support numeric success. Among the less objectively numerate, however, having more (vs. less) numeric confidence should hurt outcomes, as they also persist, but make unrecognized mistakes. Two studies were designed to test the generalizability of this hypothesized interaction. We report secondary analysis of financial outcomes in a diverse US dataset and primary analysis of disease activity among systemic lupus erythematosus patients. In both domains, best outcomes appeared to require numeric calculation skills and the persistence of numeric confidence. “Mismatched” individuals (high ability/low confidence or low ability/high confidence) experienced the worst outcomes. For example, among the most numerate patients, only 7% of the more numerically confident had predicted disease activity indicative of needing further treatment compared with 31% of high-numeracy/low-confidence patients and 44% of low-numeracy/high-confidence patients. Our work underscores that having 1 of these competencies (objective numeracy or numeric self-efficacy) does not guarantee superior outcomes.
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Bjälkebring, Pär, and Ellen Peters. "Money matters (especially if you are good at math): Numeracy, verbal intelligence, education, and income in satisfaction judgments." PLOS ONE 16, no. 11 (November 24, 2021): e0259331. http://dx.doi.org/10.1371/journal.pone.0259331.

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Objective numeracy, the ability to understand and use mathematical concepts, has been related to superior decisions and life outcomes. Unknown is whether it relates to greater satisfaction in life. We investigated numeracy’s relations with income satisfaction and overall life satisfaction in a diverse sample of 5,525 American adults. First, more numerate individuals had higher incomes; for every one point higher on the eight-item numeracy test, individuals reported $4,062 more in annual income, controlling for education and verbal intelligence. Combined, numeracy, education, and verbal intelligence explained 25% of the variance in income while Big-5 personality traits explained less than 4%. Further, the higher incomes associated with greater numeracy were related to more positive life evaluations (income and life satisfaction). Second, extant research also has indicated that the highly numerate compare numbers more than the less numerate. Consistent with numeracy-related income comparisons, numeracy moderated the relation between income and life evaluations, meaning that the same income was valued differently by those better and worse at math. Specifically, among those with lower incomes, the highly numerate were less satisfied than the less numerate; this effect reversed among those with higher incomes as if the highly numerate were aware of and made comparisons to others’ incomes. Further, no clear income satiation point was seen among those highest in numeracy, and satiation among the least numerate appeared to occur at a point below $50,000. Third, both education and verbal intelligence related to income evaluations in similar ways, and numeracy’s relations held when controlling for these other relations. Although causal claims cannot be made from cross-sectional data, these novel results indicate that numeracy may be an important factor underlying life evaluations and especially for evaluations concerning numbers such as incomes. Finally, this study adds to our understanding of education and intelligence effects in life satisfaction and happiness.
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Wright, Robert J. "Assessing early numeracy: Significance, trends, nomenclature, context, key topics, learning framework and assessment tasks." South African Journal of Childhood Education 3, no. 2 (December 30, 2013): 20. http://dx.doi.org/10.4102/sajce.v3i2.38.

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This article describes a comprehensive and novel approach to assessment in early numeracy. Topics include the significance of early numeracy, developing a nomenclature for early numeracy, and describing the context for the development of this approach to assessment. The largely unrealised importance of numerals and numeral sequences in early numeracy, the significance of counting and its distinction from saying a number word sequence, the important topics of structuring numbers in the range 1 to 20 and conceptual place value, the Learning Framework in Number and its use in profiling children’s early numeracy knowledge, and important assessment tasks are explored.
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Dickert, Stephan, Janet Kleber, Ellen Peters, and Paul Slovic. "Numeracy as a precursor to pro-social behavior: The impact of numeracy and presentation format on the cognitive mechanisms underlying donation decisions." Judgment and Decision Making 6, no. 7 (October 2011): 638–50. http://dx.doi.org/10.1017/s1930297500002679.

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AbstractDonation requests often convey numerical information about the people in need. In two studies we investigated the effects of numeracy and presentation format on the underlying affective and cognitive mechanisms of donation decisions. In Study 1, participants were presented with information about a victim in need, either in a frequency format or in a percentage format. In Study 2, we manipulated the identifiability and number of target victims. Our results demonstrate that donations of individuals lower in numeracy were more susceptible to changes in numeric presentation format than those higher in numeracy. Importantly, the underlying mechanisms for donations differed by numeracy. Whereas the mental image of the victim influenced donation decisions of less numerate people only, the estimated impact of a donation was positively correlated with donation amounts for both more and less numerate individuals.
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Chesney, Dana L., Brittany Shoots-Reinhard, and Ellen Peters. "The causal impact of objective numeracy on judgments: Improving numeracy via symbolic and non-symbolic approximate arithmetic training yields more consistent risk judgments." Journal of Numerical Cognition 7, no. 3 (November 30, 2021): 351–67. http://dx.doi.org/10.5964/jnc.6925.

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Park and Brannon (2013, https://doi.org/10.1177/0956797613482944) found that practicing non-symbolic approximate arithmetic increased performance on an objective numeracy task, specifically symbolic arithmetic. Manipulating objective numeracy would be useful for many researchers, particularly those who wish to investigate causal effects of objective numeracy on performance. Objective numeracy has been linked to performance in multiple areas, such as judgment-and-decision-making (JDM) competence, but most existing studies are correlational. Here, we expanded upon Park and Brannon’s method to experimentally manipulate objective numeracy and we investigated whether numeracy’s link with JDM performance was causal. Experimental participants drawn from a diverse internet sample trained on approximate-arithmetic tasks whereas active control participants trained on a spatial working-memory task. Numeracy training followed a 2 × 2 design: Experimental participants quickly estimated the sum of OR difference between presented numeric stimuli, using symbolic numbers (i.e., Arabic numbers) OR non-symbolic numeric stimuli (i.e., dot arrays). We partially replicated Park and Brannon’s findings: The numeracy training improved objective-numeracy performance more than control training, but this improvement was evidenced by performance on the Objective Numeracy Scale, not the symbolic arithmetic task. Subsequently, we found that experimental participants also perceived risks more consistently than active control participants, and this risk-consistency benefit was mediated by objective numeracy. These results provide the first known experimental evidence of a causal link between objective numeracy and the consistency of risk judgments.
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Ekowati, Dyah Worowirastri, Yuni Puji Astuti, Ima Wahyu Putri Utami, Innany Mukhlishina, and Beti Istanti Suwandayani. "Literasi Numerasi di SD Muhammadiyah." ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar 3, no. 1 (February 12, 2019): 93. http://dx.doi.org/10.30651/else.v3i1.2541.

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Abstrak: Tujuan penelitian ini untuk mendeskripsikan (1) rancangan program literasi numerasi, (2) pelaksanaan program literasi numerasi, (3) upaya dalam mengatasi kendala pelaksanaan program literasi numerasi, (4) faktor pendukung dan (5) faktor penghambat pelaksaan program literasi numerasi. Jenis penelitian ini adalah deskripsif kualitatif. Hasil penelitian yaitu (1) rancangan literasi numerasi di SD Muhammadiyah 1 Kota Malang secara umum belum terprogram dan secara khusus menyesuaikan materi literasi numerasi pada pembelajaran matematika dan tema pada pembelajaran tematik kurikulum 2013. (2) Pelaksanaan program literasi numerasi telah sesuai dengan tiga tahapan program literasi sekolah yakni tahap pembiasaan, pengembangan dan pembelajaran, serta sesuai dengan lima indikator literasi numerasi. (3) Upaya yang dilakukan dalam mengatasi kendala program literasi numerasi telah beracuan pada tujuan umum literasi di sekolah. (4) Faktor pendukung terdiri dari pemerintah dan sasaran program literasi numerasi. (5) Faktor penghambat beracuan pada tiga sasaran literasi numerasi. Sasaran literasi numerasi terdiri dari basis kelas, budaya sekolah, dan masyarakat.Kata Kunci: Program, Literasi, Numerasi, Sekolah DasarAbstract: The purpose of this research is to describe : (1) plan of the numeracy literacy program in elementary school Muhammadiyah 1 Malang, (2) realize the numeracy literacy program in elementary school Muhammadiyah 1 Malang, (3) effort to solve problems in realizing the numeracy literacy program in elementary school Muhammadiyah 1 Malang, (4) proponent factor in realizing the numeracy literacy program in elementary school Muhammadiyah 1 Malang, (5) inhibiting factor in realizing the numeracy literacy program in elementary school Muhammadiyah 1 Malang. This research used a qualitative research approach by using descriptive type. The result of this research showed that (1) plan of the numeracy literacy program in elementary school Muhammadiyah 1 Malang is not in program list yet and in especially case, it still makes an adjustment with the numeracy literacy matter in learning mathematics and lesson topic 2013 curriculum. (2) The realization of this numeracy literacy program in elementary school Muhammadiyah 1 Malang is matched with the three steps of school literacy program, they are habitual, development and learning step it also conforms to five indicators of numeracy literacy. (3) The effort to solve problems in realizing the numeracy literacy program based on the general purpose of the literacy in school. (4) Government and numeracy literacy program’s object is included in proponent factor. (5) The inhibiting factor is aimed at three of numeracy literacy program’s objects. Numeracy literacy targets consist of the class base, school culture base, and community base.Keywords: Program, Lliteracy, Numeracy, Elementary School
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Tran, Duc Q., Vaughn Barry, Ana G. Antun, Maria Ribeiro, Sidney F. Stein, and Christine L. Kempton. "Numeracy in Patients with Hemophilia." Blood 126, no. 23 (December 3, 2015): 40. http://dx.doi.org/10.1182/blood.v126.23.40.40.

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Abstract Background: Numeracy, defined as the ability to handle basic probability and numerical concepts including computation, estimation, logic, and problem solving, is an under-recognized component of health literacy. Numeracy has been shown to influence performance of health tasks in non-hemophilia populations. Little is known about numeracy in the hemophilia population. Since hemophilia treatment requires understanding of numerical concepts to manage factor replacement, it is likely that numeracy also influences performance of health tasks by patients with hemophilia. A greater understanding of numeracy status and the characteristics influencing numeracy in the hemophilia population may allow healthcare providers to better influence health task performance. The objective of this study is to explore numeracy in the hemophilia population using two different tests of numeracy and to evaluate characteristics that are associated with low numeracy. Methods: Using a cross-sectional design, adults with moderate or severe hemophilia A or B who spoke and read English were enrolled at their annual visit at the Emory/Children's Health Care of Atlanta Hemophilia Treatment Center (HTC). Numeracy was measured using the validated Schwartz Woloshin (SW) test requiring answers in words and the unvalidated stick figure test requiring answers using images. Subjects were considered numerate with the SW numeracy test if all three questions were answered correctly or with the stick figure numeracy test if all four questions were answered correctly. Demographic and socioeconomic characteristics collected included age, race, ethnicity, household income (more or less than $50,000), level of education completed (more or less than completion of college), and duration of time followed at this HTC. Clinical information including type and severity of hemophilia, history of viral infections, history of depression, and use of chronic medication were abstracted from the medical records. Descriptive statistics of each variable and bivariate associations between numerate status and each dependent variable were calculated. Multivariable modeling using logistic regression was performed using the validated SW numeracy test as the dependent variable. Results: Of 91 enrolled participants with complete data, all were men. Most had hemophilia A [n=82 (90%)] and severe disease [69 (76%)]. Median age was 34 years [interquartile range (IQR) 18]. Sixty-three (69%) were Caucasian; 5 (6%) were Hispanic; 55 (61%) reported income of <$50,000; 33 (36%) had received an undergraduate degree or higher. Median duration of time followed at the HTC was 17.0 years [IQR 18]. Twenty-four (26%) were HIV positive; 54 (59%) were HCV positive; and 19 (21%) had history of depression. Forty-one (45%) used at least one chronic medication other than factor replacement. Using the SW numeracy test, there were 22 (24%) participants who were numerate. Using the stick figure numeracy test, 60 (66%) were numerate. Only 20 (22%) of all the participants answered all seven questions correctly; two participants (2%) were numerate on the SW test but not on the stick figure test; 40 participants (44%) were numerate on the stick figure numeracy test but not on the SW test; 29 (32%) were not numerate on either test. On bivariable analysis, SW numeracy was associated with higher education (p<0.01), higher income (p=0.035), and the use of chronic medication (p=0.048). On multivariable analysis, after adjusting for age, race, and ethnicity, SW numeracy was associated with higher education (OR 6.21, 95% CI = 1.95-19.76), use of chronic medication (OR 4.31, 95% CI = 1.29-14.34), and less time followed at the HTC (OR 0.92, 95% CI = 0.86-0.97). Conclusion: Among patients with hemophilia, a significant proportion of patients were not numerate. Patients with less than a college education were more likely to not be numerate. Accordingly, many patients with less than a college education may struggle to understand basic numeracy concepts and this may influence their understanding of dosing, factor pharmacokinetics and probability. The impact of numeracy on health outcomes and the utility of the SW and stick figure numeracy tests to help guide patient-centered discussions that involve mathematical concepts are important areas of future research. Disclosures Tran: Novo Nordisk: Honoraria. Kempton:Baxter Biopharmaceuticals: Honoraria; Biogen Idec: Honoraria; Kedrion Biopharma: Honoraria; CSL Behring: Honoraria.
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Nisa', Thoiffatul Khusnun, Rooselyna Ekawati, and Ahmad Wachidul Kohar. "Student’s Numeracy on Solving Data and Uncertainty Problems in Term of Self-Efficacy." MATHEdunesa 12, no. 1 (July 2, 2023): 240–58. http://dx.doi.org/10.26740/mathedunesa.v12n1.p240-258.

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Numeraticy is the ability to analyze, interpret information, and find a solution by involving one's mathematical knowledge. Numeracy is known to be influenced by self-efficacy. This study aims to describe students' numeracy in solving data and uncertainty problems in terms of high and low self-efficacy. This study is descriptive research with a qualitative approach was carried out by collecting data from research subjects purposively consisting of three students with high self-efficacy and three students with low self-efficacy. The instruments used included a self-efficacy questionnaire, three data and uncertainty questions, and an interview guide. The data is then analyzed using the numeracy’s sub-indicators. The results showed that in general the numeracy of the group of students with high self-efficacy in solving questions containing data problems and uncertainties was better than the group of students with low self-efficacy. Based on these significant differences, it is recommended for teachers to create a learning climate that can support increased student self-efficacy and numeracy. As well as from the results of the interviews which only focused on parts that were not clear from the student's answers, future researchers should conduct interviews on all of the student’s numeracy in order to obtain more complete research data.
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Appulembang, Oce Datu, Bertha Natalina Silitonga, Ganda Sari, and Kimura Patar Tamba. "Penguatan Numerasi di SD Persatuan Binong." Jurnal Kreativitas Pengabdian Kepada Masyarakat (PKM) 6, no. 10 (October 1, 2023): 3989–98. http://dx.doi.org/10.33024/jkpm.v6i10.11372.

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ABSTRAK Numerasi merupakan salah satu hal yang menjadi perhatian dalam Pendidikan masa kini di Indonesia. Dikatakan bahwa penguasaan akan numerasi, membawa kita kepada kepekaan terhadap numerasi itu sendiri (sense of numbers) dan kaitannya dalam kehidupan sehari-hari. Hal ini membawa kepada kemampuan memelihara dan mengelola SDA dan persaingan dengan SDM dari berbagai negara. Guru perlu mendapatkan pelatihan dalam menerapkan metode pembelajaran, memilih, membuat, dan memodifikasi permasalahan sehari-hari yang dapat digunakan di dalam pembelajaran di kelas dan untuk penilaian. Hal ini menjadi permasalahan yang dihadapi oleh guru-guru di Sekolah Persatuan Binong yang belum mendapatkan penguatan pendampingan dalam hal numerasi. Tujuan dari kegiatan ini adalah untuk memberikan penguatan numerasi di SD Persatuan Binong dan menumbuhkan motivasi bagi guru-guru mengenai gerakan numerasi di SD Persatuan Binong. Metode yang digunakan pada kegiatan ini adalah pelatihan dalam bentuk diskusi, tanya jawab dan workshop. Pelatihan penguatan numerasi memberikan dampak positif terhadap guru-guru di SD Persatuan Binong akan numerasi, merencanakan dan melaksanakan pembelajaran yang mendukung numerasi. Anak-anak juga semakin tertarik dalam belajar, memiliki keterampilan numerasi yang baik dan juga guru-guru dapat memiliki wawasan yang semakin luas. Kata Kunci: Guru, Numerasi, Pelatihan, Siswa ABSTRACT Numeration is one of the things that are of concern in today's education in Indonesia. It is said that mastery of numeracy leads us to a sense of numbers and their relation in everyday life. This leads to the ability to maintain and manage natural resources and competition with human resources from various countries. Teachers need training in applying learning methods, selecting, creating, and modifying everyday problems that can be used in classroom learning and for assessment. This is a problem faced by teachers at Binong Unity School who have not received strengthening assistance in terms of numeracy. The purpose of this activity is to strengthen numeracy at SD Persatuan Binong and foster motivation for teachers about the numeracy movement at SD Persatuan Binong. The method used in this activity is training in the form of discussions, questions and answers, and workshops. Numeracy strengthening training has a positive impact on teachers at SD Persatuan Binong on numeracy, planning, and implementing learning that supports numeracy. Children were also increasingly interested in learning, have good numeracy skills, and also teachers can have broader insights. Keywords: Teacher, Numeracy, Training, Students
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Dissertations / Theses on the topic "Numeracy"

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Evans, Jeff. "Adults and numeracy." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10006582/.

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Tompkins, Mary Kathleen. "The Relations of Objective Numeracy and Subjective Numeracy to Financial Outcomes over Time." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1435591956.

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McDonald, Susan Ellen. "Improving numeracy: Co-constructing a whole-school numeracy plan in a secondary school." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16618/3/Susan%20McDonald%20Thesis.pdf.

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Numeracy is a cross-curricular priority, an intersystemic priority and, of late, a federal government priority. Yet as a priority "numeracy" is inadequately defined and the term is used to describe a wide-range of notions. Many educators are unsure of what constitutes numeracy, unaware of how it differs from mathematics, and uncertain as to how its demands may be met in their planning and teaching. Secondary schools have few models upon which to develop a whole-school numeracy plan. This study describes the journey of a secondary school staff as they developed a shared understanding of numeracy, identified the numeracy demands throughout the curriculum and planned for a whole-school approach to address these demands.
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McDonald, Susan Ellen. "Improving numeracy: co-constructing a whole-school numeracy plan in a secondary school." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16618/.

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Numeracy is a cross-curricular priority, an intersystemic priority and, of late, a federal government priority. Yet as a priority "numeracy" is inadequately defined and the term is used to describe a wide-range of notions. Many educators are unsure of what constitutes numeracy, unaware of how it differs from mathematics, and uncertain as to how its demands may be met in their planning and teaching. Secondary schools have few models upon which to develop a whole-school numeracy plan. This study describes the journey of a secondary school staff as they developed a shared understanding of numeracy, identified the numeracy demands throughout the curriculum and planned for a whole-school approach to address these demands.
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Gleeson, Laura Jane. "Grouping students to target specific deficiencies in numeracy: investigating an evidenced based Numeracy Program." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/377618.

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Numeracy has a significant impact on a student’s further study prospects, employment possibilities and retention in the workplace. Ultimately, numeracy skills are a necessary requirement for informed, critical thinking citizens. This study investigated the journey of a Year 8 cohort, through to Year 9, measuring and exploring the impact of a three-term numeracy program intervention. Student numeracy was recorded at the end of Year 8, and again midway through Year 9. This numeracy program saw 205 students sorted into twelve numeracy classes for one lesson per week. Some class groupings targeted specific skill deficiencies, and some were streamed to group higher or lower performing students together. This research investigated the pre- and post-program diagnostic test performances charted by these students using quantitative statistical analysis (comparative means paired t-tests across groups). To further explore these outcomes, two teachers were interviewed before and after this numeracy program. These interviews addressed the themes of teacher expectation and plans, implementation of the numeracy program, and reflection. There is a large amount of literature investigating the effects of streaming on student outcomes in numeracy, and it is known to have mixed results. Key themes from this literature are student identity, student performance outcomes, and the impact of streaming on pedagogical choices. However, there is a gap in the literature addressing streaming by specific skill weakness, rather than mean ability. This is an area explored by this research, which finds that grouping students according to specific skill weakness, for the duration of a numeracy intervention, does remediate those key deficiencies, but possibly at the expense of other skill areas. This research finds that streaming lower performing students by mean ability has a strong and positive impact on student performance. Conversely, the findings for high-performing students suggest that grouping them together, and the teaching and learning experiences that resulted from that, had no measurable positive impact on outcomes. This research suggests a need for future iterations of this numeracy program to continue to target specific skills, but on a cyclical basis; ensuring that all students are exposed to all requisite ideas and skills, benefitting from targeted intervention.
Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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Smith, Pamela J. "The development of emergent numeracy." Thesis, University of Strathclyde, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298776.

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Tompkins, Mary Kathleen. "The role of subjective numeracy in financial outcomes and interventions of numeric-ability beliefs." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1533810436361508.

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Periton, C. "Education, the development of numeracy & dissemination of Hindu-Arabic numerals in early modern Kent." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/16963/.

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The ways in which English men and women used numbers underwent a transformation during the last half of the sixteenth century and first half of the seventeenth century. This dissertation analyses the changes in how ordinary, non university-educated, people encountered, perceived and employed numbers in their lives. It argues that as a result of this greater engagement with the ‘new’ Hindu- Arabic number system there was an increased sense of number awareness within the population as a whole and in Kent in particular. At the beginning of the sixteenth century most English men and women expressed numerical concepts through a combination of performative and object-based systems, such as finger methods, tally sticks and counting tables. Those who used written systems relied primarily on number words and Roman numerals. From 1539 onwards with the publication of an ever-increasing number of vernacular arithmetic textbooks, together with rising literacy rates and increased educational opportunity, the number of people using Hindu-Arabic numerals increased. By the mid seventeenth century both Roman numerals and Hindu- Arabic were used interchangeably and by the late seventeenth century Hindu-Arabic numerals became dominant. During this same period people increasingly used numbers to interpret the world around them as trade, exploration and scientific advances required a more numerate population. Mathematical texts and teachers stressed the utility of numbers. Almanacs became ubiquitous and provide an insight into the rate at which the ‘new’ number system spread throughout society. By examining a diverse array of sources and placing a case study of Kent within the wider national framework, this dissertation considers the ways in which increased educational opportunities led to the development of numeracy within the populace. It asserts that literacy is the key driver for numeracy and hence educational opportunity is inextricably linked to the development of numeracy.
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Hurle, Gillian Dawn. "Numeracy support for year two students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/609.

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Research of teaching theories and intervention programs internationally and in Australia suggests that the implementation of numeracy support programs can improve student achievement levels (Fuchs, 2005; Ketterlin-Geller, Chard & Fien, 2008; Van Kraayenoord & Elkins, 2004). An intervention program was conducted for a small group of Year Two students with the aim of improving their numeracy skills over a 20 week period. Results of two mathematics assessments, together with information provided by teachers based on classroom observations and informal assessments were combined to select a group of twelve students who were considered to be at risk of developing mathematical difficulties. The program comprised of two 85 minute lessons and one 40 minute lesson per week in a room adjacent to the Year Two classroom. A social constructivist method of teaching was put into practice within the structure of a small group setting. A case study approach recorded the learning journey of each student with an individual profile of each participant maintained for the duration of the program. At the conclusion of the program data obtained from formative assessments, teacher observations, and feedback from the student participants were used to evaluate the program’s effectiveness. Students who were members of the intervention program improved their level of basic numeracy skills in the areas of addition, subtraction, multiplication, division, and number sequencing, and also demonstrated a positive disposition towards mathematics.
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Choi, Samantha. "The Effects of Stress on Numeracy in Relation to Decision Making." Kent State University Honors College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1523964959607048.

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Books on the topic "Numeracy"

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Atkinson, Sue. Numeracy. Leamington Spa: Hopscotch Educational Publishing, 1999.

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Great Britain. Department for Education and Employment., ed. More numeracy lessons: National Numeracy Strategy. [London]: BEAM Education for the Department for Education and Employment, 1999.

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Elizabeth, Vaughan, ed. Teaching numeracy,. St. Paul, MN: Redleaf Press, a division of Resources for Child Caring, 2005.

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Latham, Penny. Numeracy focus. Oxford: Rigby, 2000.

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National Centre for Literacy and Numeracy. and National Numeracy Project, eds. Numeracy lessons. London: BEAM Mathematics, 1997.

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Steve, Mills, and Koll Hilary, eds. Numeracy lessons. Oxford: Ginn, 1999.

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Clausen-May, Tandi. Numeracy impact. Windsor: NFER-Nelson, 2000.

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Centre, Helen Arkell Dyslexia, ed. Basic numeracy. Farnham: Helen Arkell Dyslexia Centre, 1986.

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Askew, Mike, Sheila Ebbutt, Penny Latham, and Helen Williams. Numeracy Focus (Numeracy Focus). Rigby Educational Publishers, 1999.

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Numeracy Focus (Numeracy Focus). Rigby Educational Publishers, 1999.

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Book chapters on the topic "Numeracy"

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Chatfield, Christopher. "Numeracy." In Problem Solving, 75–78. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4899-3017-0_12.

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Sellars, Maura, Scott Imig, and John C. Fischetti. "Numeracy." In Creating Spaces of Wellbeing and Belonging for Refugee and Asylum-Seeker Students, 64–78. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003207900-6.

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Faragher, Rhonda M. "Numeracy." In A Practical Guide to Educating Learners with Down Syndrome, 202–15. London: Routledge, 2023. http://dx.doi.org/10.4324/9780429262739-21.

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Papic, Marina, Kate Highfield, and Caroline Cohrssen. "Numeracy." In Teaching Early Years, 49–67. 2nd ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003296768-6.

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Westwood, Peter Stuart. "Adult Numeracy." In SpringerBriefs in Education, 67–73. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3761-2_6.

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Sack, Jacqueline, and Irma Vazquez. "Connections to Numeracy." In A 3D Visualization Teaching-Learning Trajectory for Elementary Grades Children, 37–44. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29799-6_6.

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Donnelly, Debra, and Margaret Martin. "Geography and Numeracy." In Numeracy in Authentic Contexts, 197–223. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5736-6_10.

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Law, Jane. "Music and Numeracy." In Numeracy in Authentic Contexts, 317–40. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5736-6_14.

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O’ Toole, Mitch, and Maura Sellars. "Science and Numeracy." In Numeracy in Authentic Contexts, 373–403. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5736-6_16.

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Westwood, Peter Stuart. "Early Numeracy Development." In SpringerBriefs in Education, 13–26. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3761-2_2.

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Conference papers on the topic "Numeracy"

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Das, Atasi. "Articulating Critical Numeracy Toward Transformation: A Numeracy of Resistance." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1439118.

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Chen, Chung-Chi, Hen-Hsen Huang, Hiroya Takamura, and Hsin-Hsi Chen. "Numeracy-600K: Learning Numeracy for Detecting Exaggerated Information in Market Comments." In Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/p19-1635.

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Higgins, Kristina. "Enhancing Early Numeracy in Young Children Through the Home Numeracy Environment." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1426855.

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Naik, Aakanksha, Abhilasha Ravichander, Carolyn Rose, and Eduard Hovy. "Exploring Numeracy in Word Embeddings." In Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/p19-1329.

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Morley, D. "Health measurements, numeracy, and development." In IEE Seminar on Appropriate Medical Technology for Developing Countries. IEE, 2002. http://dx.doi.org/10.1049/ic:20020039.

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Mascia, Maria Lidia, Maria Chiara Fastame, Mirian Agus, and Maria Pietronilla Penna. "NUMERACY SKILLS EMPOWERMENT FROM PRESCHOOL." In International Conference Cognition and Exploratory Learning in Digital Age 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/celda2019_201911c056.

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France, Ilze, Marta Mikite, Girts Burgmanis, and Dace Namsone. "The Development of Numeracy Test Using Three-Dimensional Framework to Assess Numeracy Skills in Grade 7." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.42.

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A growing body of evidence including international level studies (e.g. PISA, TIMSS) demonstrate that numeracy skills (also known internationally by other terms such as mathematical literacy) is crucial for a person’s educational achievements and for informed and participatory citizenship. Early and successful interventions to improve students’ numeracy skills lie in developing and using valid and reliable diagnostic tests for numeracy skill assessment. This study explored how developing a numeracy test based on three-dimensional framework could be used for numeracy diagnostic purposes in grade 7. To achieve this, initially a three-dimensional numeracy framework based on 1) content knowledge of mathematics, 2) information literacy skills, 3) complexity levels of SOLO taxonomy, was prepared. Then the framework was used to construct a 32-item numeracy test assessing the ability to use relationships, functions and numerical information in different contexts including science. Next, the instrument was administered to 7th grade students (N = 205) in four schools who were asked to complete 3 hour-long tests. Such diagnostic data could inform teachers on students’ numeracy skills and prepare instructional materials that target specific weaknesses in class level. Further, such information could inform personalized student learning instruction and produce improved numeracy diagnostic tests for future use.
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Sa’dijah, Cholis, Heri Purnomo, Abdul Halim Abdullah, Hendro Permadi, Lathiful Anwar, Ety Tejo Dwi Cahyowati, and Mukhtamilatus Sa’diyah. "Students’ numeracy skills in solving numeracy tasks: Analysis of students of junior high schools." In THE 5TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2021: Science and Mathematics Education Research: Current Challenges and Opportunities. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0113664.

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Sundararaman, Dhanasekar, Shijing Si, Vivek Subramanian, Guoyin Wang, Devamanyu Hazarika, and Lawrence Carin. "Methods for Numeracy-Preserving Word Embeddings." In Proceedings of the 2020 Conference on Empirical Methods in Natural Language Processing (EMNLP). Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.emnlp-main.384.

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Thawani, Avijit, Jay Pujara, and Filip Ilievski. "Numeracy enhances the Literacy of Language Models." In Proceedings of the 2021 Conference on Empirical Methods in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.emnlp-main.557.

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Reports on the topic "Numeracy"

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Hobbs, Moira. Tertiary Students’ Numeracy Skills Requirements. Unitec ePress, June 2014. http://dx.doi.org/10.34074/ocds.32014.

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The following paper arises from the author being invited to be part of a discussion panel of NZ tertiary learning advisors, at a regional hui. The main topic was the numeracy skills required for our current students to be successful with their studies. The paper gives some background and context, then focuses on the actual skills that students bring with them. This moves onto thinking about strategies to deal with any perceived numeracy deficiencies, including online help, tutorials and workshops. It then outlines the learning advisor services and support we can offer students, and finishes with a discussion of the skills necessary for effective learning advising and content advising to take place.
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Hobbs, Moira. Tertiary Students’ Numeracy Skills Requirements. Unitec ePress, June 2014. http://dx.doi.org/10.34074/ocds.32014.

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The following paper arises from the author being invited to be part of a discussion panel of NZ tertiary learning advisors, at a regional hui. The main topic was the numeracy skills required for our current students to be successful with their studies. The paper gives some background and context, then focuses on the actual skills that students bring with them. This moves onto thinking about strategies to deal with any perceived numeracy deficiencies, including online help, tutorials and workshops. It then outlines the learning advisor services and support we can offer students, and finishes with a discussion of the skills necessary for effective learning advising and content advising to take place.
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Correa de Oliveira, André, Charity Kanyoza, Violet Boilo, Emmanuel Chidothi, Esme Kadzamira, Dorothy Mpoola, Chris McBurnie, Magret Phiri, and Björn Haßler. Designing Teaching Learning Circles for Improved Foundational Numeracy Outcomes: Findings from the National Numeracy Programme in Malawi. EdTech Hub, April 2023. http://dx.doi.org/10.53832/edtechhub.0177.

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Lusardi, Annamaria. Numeracy, financial literacy, and financial decision-making. Cambridge, MA: National Bureau of Economic Research, February 2012. http://dx.doi.org/10.3386/w17821.

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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Matt Nurse, Matt Nurse. Fighting fake news by replicating the motivated numeracy effect. Experiment, September 2017. http://dx.doi.org/10.18258/10022.

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Näslund-Hadley, Emma. Numeracy Education in Latin America and the Caribbean: Summary Report. Inter-American Development Bank, July 2010. http://dx.doi.org/10.18235/0005981.

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On June 7, 2010, the Inter-American Development Bank (IDB) hosted an expert seminar in Washington DC entitled "An Even Start: Numeracy Education in Latin America and the Caribbean." The seminar aimed to share some of the initiatives implemented under the IDB's Numeracy initiative, which is focused on implementing policies to help children reach their full potential in mathematics and the natural science.
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Valverde, Gilbert, and Emma Näslund-Hadley. The State of Numeracy Education in Latin America and the Caribbean. Inter-American Development Bank, November 2010. http://dx.doi.org/10.18235/0008690.

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Through this review we have sought to further understanding of the state of preprimary, primary, and secondary numeracy education in Latin America and the Caribbean (LAC). Research on the opportunities available to students in the region presents a troubling picture. Young people are not being properly prepared for the numeracy requirements of an increasingly interconnected world economy. Culprits include weak curricula, inadequate learning materials, and teachers¿ lack of proficiency in mathematics and the natural sciences.
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Tout, Dave, Iddo Gal, Mieke van Groenestijn, Myrna Manly, and Mary Jane Schmitt. PIAAC Numeracy Task Complexity Schema: Factors that impact on item difficulty. Australian Council for Educational Research, September 2020. http://dx.doi.org/10.37517/978-1-74286-609-3.

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Näslund-Hadley, Emma. An Equal Start: Numeracy Education in Latin America and the Caribbean. Inter-American Development Bank, June 2010. http://dx.doi.org/10.18235/0005962.

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This art exhibit, held at IDB's headquarters on June 7-11, 2010, embodies the hope and aspiration that all students will gain a level of numeracy essential for successful participation in school, work and everyday life. The artworks on exhibit were selected from over 250 pieces submitted by artists representing nineteen Latin American and Caribbean countries. The exhibition constitutes the visual launch of a new IDB effort focused on implementing policies that help children reach their full potential in mathematics and natural science.
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