Numeracy

Numeracy is the ability to reason and to apply simple numerical concepts. Basic numeracy skills consist of comprehending fundamental arithmetics like addition, subtraction, multiplication, and division. For example, if one can understand simple mathematical equations such as, 2 + 2 = 4, then one would be considered possessing at least basic numeric knowledge. Substantial aspects of numeracy also include number sense, operation sense, computation, measurement, geometry, probability and statistics. A numerically literate person can manage and respond to the mathematical demands of life. Numeracy is the ability to reason and to apply simple numerical concepts. Basic numeracy skills consist of comprehending fundamental arithmetics like addition, subtraction, multiplication, and division. For example, if one can understand simple mathematical equations such as, 2 + 2 = 4, then one would be considered possessing at least basic numeric knowledge. Substantial aspects of numeracy also include number sense, operation sense, computation, measurement, geometry, probability and statistics. A numerically literate person can manage and respond to the mathematical demands of life. By contrast, innumeracy (the lack of numeracy) can have a negative impact. Numeracy has an influence on career decisions, and risk perception towards health decisions. For example, innumeracy distorts risk perception towards health decisions and may negatively affect economic choices. 'Greater numeracy has been associated with reduced susceptibility to framing effects, less influence of nonnumerical information such as mood states, and greater sensitivity to different levels of numerical risk'. Humans have evolved to mentally represent numbers in two major ways from observation (not formal math). These representations are often thought to be innate (see Numerical cognition), to be shared across human cultures, to be common to multiple species, and not to be the result of individual learning or cultural transmission. They are: Approximate representations of numerical magnitude imply that one can relatively estimate and comprehend an amount if the number is large (see Approximate number system). For example, one experiment showed children and adults arrays of many dots. After briefly observing them, both groups could accurately estimate the approximate number of dots. However, distinguishing differences between large numbers of dots proved to be more challenging. Precise representations of distinct individuals demonstrate that people are more accurate in estimating amounts and distinguishing differences when the numbers are relatively small (see Subitizing). For example, in one experiment, an experimenter presented an infant with two piles of crackers, one with two crackers the other with three. The experimenter then covered each pile with a cup. When allowed to choose a cup, the infant always chose the cup with more crackers because the infant could distinguish the difference. Both systems—approximate representation of magnitude and precise representation quantity of individual items—have limited power. For example, neither allows representations of fractions or negative numbers. More complex representations require education. However, achievement in school mathematics correlates with an individual's unlearned approximate number sense. Fundamental (or rudimentary) numeracy skills include understanding of the real number line, time, measurement, and estimation. Fundamental skills include basic skills (the ability to identify and understand numbers) and computational skills (the ability to perform simple arithmetical operations and compare numerical magnitudes). More sophisticated numeracy skills include understanding of ratio concepts (notably fractions, proportions, percentages, and probabilities), and knowing when and how to perform multistep operations. Two categories of skills are included at the higher levels: the analytical skills (the ability to understand numerical information, such as required to interpret graphs and charts) and the statistical skills (the ability to apply higher probabilistic and statistical computation, such as conditional probabilities). A variety of tests have been developed for assessing numeracy and health numeracy.