Usually, the ability to add, subtract, multiply and divide. More broadly, it means the knowledge and skills required to effectively manage and respond to mathematical demands posed by diverse situations, involving objects, pictures, numbers, symbols, formulas, diagrams, maps, graphs, tables and text. Encompassing the ability to order and sort, count, estimate, compute, measure, and follow a model, it involves responding to information about mathematical ideas that may be represented in a range of ways.
UNESCO. Education for all: literacy for life; EFA global monitoring report, 2006. Paris: UNESCO, 2006.
There is plenty of opportunity to bring literacy and numeracy closer to people’s lives. Through integrated and multi-sectoral approaches – such as family literacy and learning, literacy embedded in vocational training or linked to income generation, and literacy as part of livelihood, agricultural extension or health programmes – literacy learning can become more meaningful, motivational and ‘natural’, in particular for disadvantaged population groups (UIL, 2017: 4).
UIL. Literacy and numeracy from a lifelong learning perspective. UIL policy brief 7. Hamburg: UIL, 2017.