Has numeracy education evolved beyond basic skills? This article traces the development of numeracy theory and practice, highlighting a shift from a functional perspective—focused on basic capabilities—to one that includes evaluative and decision-making skills for responsible citizenship. The researchers analyze policy, curriculum documents, and published research to map this evolution, connecting it to society's changing mathematical demands. This analysis identifies a "turn to the critical," emphasizing the need for citizens to critically evaluate information and make informed decisions. This approach is crucial for addressing disruptive phenomena like COVID-19 and for ensuring equity, inclusiveness, and social justice in a rapidly changing world. By advocating for a critical approach to numeracy, this article challenges educators and policymakers to adapt numeracy education to meet the complex demands of modern society. It calls for empowering citizens with the skills necessary to navigate a world increasingly reliant on data and quantitative reasoning, promoting both individual and societal well-being.
Published in Frontiers in Education, this article fits well within the journal's scope by addressing critical issues in educational theory and practice. By examining the evolution of numeracy education and advocating for a critical approach, the research contributes to ongoing discussions about effective teaching methods and the skills needed for informed citizenship, aligning with the journal's mission.
| Category | Category Repetition |
|---|---|
| Education: Theory and practice of education | 2 |
| Education | 2 |
| Social Sciences | 2 |
| Education: Special aspects of education | 1 |
| Science: Mathematics | 1 |