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<P>
<br><font size=2 face="sans-serif">Hi
Mary Jane - hope all is well with you - Dave is joining us in Auckland
next week for an adult literacy and numeracy conference that features lots
of sessions about numeracy</font></P>
<P><FONT face=sans-serif size=2>The NZ early numeracy project that you refer to
has been transferred almost directly into the adult numeracy sector. The
teaching framework from the school sector which focuses on number strategies and
knowledge is the basis for the Make Sense of Number Progression which is one of
the Foundation Learning Progressions that make up the teaching and learning
framework for the adult literacy and nuimeracy sector here </FONT></P>
<P><FONT face=Arial size=2>here is a link to the draft progressions - big
document - nearly 120 pages - the Make sense of number strand is at a different
level and written in a different way fro the other numeracy strands which
is a bit disconcerting at times for teachers and learners but you just have to
work through that </FONT></P>
<P><A
href="http://www.tec.govt.nz/upload/downloads/foundation_learning_progressions.pdf">http://www.tec.govt.nz/upload/downloads/foundation_learning_progressions.pdf</A></P>
<P><FONT face=Arial size=2>there are some changes being made to some of the
strands and progressions but the number onei s likely to stay the
same</FONT></P>
<P><FONT face=Arial size=2>there has been a big PD initiative in the adult
sector around the number strand over the last 18 months which has been
successful for teachers and learners but the research reports have not been
published yet</FONT></P>
<P><FONT face=sans-serif size=2>kind regards </FONT></P>
<P><FONT face=Arial size=2>Susan Reid </FONT></P>
<P><FONT face=Arial size=2>Workbase New Zealand Centre for Workforce Literacy
Development </FONT></P>
<P><FONT face=Arial size=2><A
href="http://www.workbase.org.nz">www.workbase.org.nz</A></FONT></P>
<P><FONT face=Arial size=2><A
href="http://www.nzliteracyportal.org.nz">www.nzliteracyportal.org.nz</A></FONT></P>
<P><FONT face=Arial size=2></FONT> </P>
<P><FONT face=sans-serif size=2>Hi Louise</FONT>
<br>
<br><font size=2 face="Arial">Yes, current versions of spell-check reject
the word numeracy, even though its usage is becoming more common. When
we used it in our papers, we generally meant adult numeracy. Early childhood
numeracy* is different because numeracy does depend upon context - and
age can be thought of as a contextual and a cognitive factor. The
math appropriate for a 3-year old to learn, understand, and be able to
do is different for an adult. On the other hand, all age groups are included
when being numerate is defined as having `the ability and inclination to
use mathematics effectively in our lives--at home, at work, and in the
community' (New Zealand Ministry of Education, 2001). </font>
<br>
<br><font size=2 face="Arial">As far as far as the relationship among mathematics,
literacy, and numeracy, some use a Venn diagram to illustrate numeracy
as the intersection of mathematics and literacy - that might be a better
analogy than a bridge between math and literacy. In fact, we see the term
"mathematical literacy" to be synonymous with numeracy.</font>
<br>
<br><font size=2 face="Arial">* An aside, as we meant to focus on adult
numeracy during this discussion: There is a rich body of research
on early numeracy development, even in infants. I am fascinated by studies
that have shown 6-month olds to be aware of subtraction errors (as evidenced
by extended gaze), or the idea that babies can subitize, (recognize small
quantities without counting) . Australia and New Zealand have early
numeracy educational initiatives that are very interesting. I think Dave
Tout and I stand corrected on the K-12 designation for "school math
before reaching adulthood." Even though many of the documents
we referred to focused on K-12, we could have included pre-K. </font>
<br>
<br><font size=2 face="Arial">Take care, </font>
<br><font size=2 face="Arial">Mary Jane</font>
<br>
<br>
<br><font size=2 face="Arial">Mary Jane Schmitt</font>
<br><font size=2 face="Arial">TERC</font>
<br><font size=2 face="Arial">2067 Massachusetts Avenue</font>
<br><font size=2 face="Arial">Cambridge, MA 02140</font>
<br><font size=2 face="Arial">mary_jane_schmitt@terc.edu</font>
<br><font size=2 face="Arial">www.adultnumeracy@terc.edu</font>
<br>
<br>
<br>
<br></P>
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<td width="40%"><font size=1 face="sans-serif"><b>Louise Wiener <lwiener@llfinc.org></b>
</font>
<br><font size=1 face="sans-serif">Sent by: specialtopics-bounces@nifl.gov</font>
<p><font size=1 face="sans-serif">09/17/07 10:02 PM</font>
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<div align=center><font size=1 face="sans-serif">Please respond to<br>
specialtopics@nifl.gov</font></div></tr></table>
<br></p>
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<div align=right><font size=1 face="sans-serif">To</font></div>
<td><font size=1 face="sans-serif"><specialtopics@nifl.gov></font>
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<td>
<div align=right><font size=1 face="sans-serif">cc</font></div>
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<div align=right><font size=1 face="sans-serif">Subject</font></div>
<td><font size=1 face="sans-serif">[SpecialTopics 663] Re: International
Discussion Ends and Numeracy
Discussion Begins</font></tr></table>
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<br>
<br><font size=1 face="Verdana">Dear David,<br>
<br>
I found the Tout and Schmitt chapter particularly invigorating and challenging
and hope Dr. Schmitt might comment on two thoughts for starters. <br>
<br>
I was surprised at the frequent reference to K-12 with almost no reference
to pre-K. I first became familiar with the term numeracy in the context
of Head Start standards. Is there research on numeracy in the early childhood
field – or has the name alone been adopted?<br>
<br>
I was struck, too, by the reference to numeracy as the bridge between mathematics
and the real world. I see it equally as the bridge between mathematics
and literacy because it captures (builds on?) the language and concepts
of math as contrasted with the pure computation of math.<br>
<br>
You will note that at least my spell-check rejects “numeracy” as a valid
word. Perhaps we should start by lobbying there!<br>
<br>
Thank you, Louise <br>
-- <br>
Louise W. Wiener, Chairman of the Board<br>
Learning and Leadership in Families<br>
2701 12th Street NE<br>
Washington, DC 20018<br>
<br>
Mobile Phone: 301-213-6516<br>
Office Phone: 202-243-7783<br>
Website: www.LLFinc.org<br>
Email: lwiener@LLFinc.org<br>
<br>
United Way / CFC # 8981<br>
<br>
<br>
On 9/15/07 8:10 AM, "David J. Rosen" <djrosen@comcast.net>
wrote:<br>
</font>
<br><font size=1 face="Verdana">Special Topics Colleagues,<br>
<br>
I want to thank our guests for the topic: <i>What International
Literacy Programs Offer Programs in the U.S.</i> : Brenda Bell, Pamela
Civins, Dr. John Comings, Barbara Garner, Dr. Erik Jacobson,
Juliet Merrifield, and Dr. Ujwala Samant. I know we have only
scratched the surfaces of several issues here in this one short week, but
the discussion has been tantalizing. I also want to thank Oxfam
for making the book <i>Developing Adult Literacy: Approaches
to planning, implementing and delivering literacy initiatives by </i>Juliet
Merrifield Juliet McCaffrey, and Juliet Millican available by download
free for this discussion. It will be available in hard copy on September
30, 2007.<br>
<br>
This marks the end of the international literacy discussion, for now at
least. <br>
<br>
On Monday we will begin a new discussion on <i>The Components of Numeracy</i> with
Mary Jane Schmitt, Myrna Manly and Dr. Lynda Ginsburg, an occasional
paper published by the National Center for the Study of Adult Learning
and Literacy.<br>
<br>
For more information, and a <b>short list of readings to prepare for the
discussion</b> please go to:<br>
</font><font size=1 color=blue face="Verdana"><u><br>
</u></font><a href="http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html"><font size=1 color=blue face="Verdana"><u>http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html</u></font></a><font size=1 face="Verdana"><br>
<br>
or the short Web address:<br>
</font><font size=1 color=blue face="Verdana"><u><br>
</u></font><a href="http://tinyurl.com/yvo6hf"><font size=1 color=blue face="Verdana"><u>http://tinyurl.com/yvo6hf</u></font></a><font size=1 face="Verdana"><br>
<b><br>
Please e-mail your questions for our numeracy guest experts to specialtopics@nifl.gov</b><br>
<br>
Your colleagues who may wish to join this discussion can subscribe by going
to:<br>
</font><font size=1 color=blue face="Verdana"><u><br>
</u></font><a href="http://www.nifl.gov/mailman/listinfo/specialtopics"><font size=1 color=blue face="Verdana"><u>http://www.nifl.gov/mailman/listinfo/specialtopics</u></font></a><font size=1 face="Verdana"><br>
<br>
After they complete a simple registration form (30 seconds) they will receive
an email asking them to confirm that they wish to subscribe. They
should Immediately reply to the email to complete their subscription. After the
discussion ends they can unsubscribe from the same Web address, or stay
on for the next discussion.<br>
<br>
David J. Rosen<br>
Special Topics Discussion Moderator<br>
djrosen@comcast.net<br>
<br>
<br>
<br>
<br>
<br>
</font>
<hr><font size=1 face="Monaco">-------------------------------<br>
National Institute for Literacy<br>
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To unsubscribe or change your subscription settings, please go to </font><a href="http://www.nifl.gov/mailman/listinfo/SpecialTopics"><font size=1 color=blue face="Monaco"><u>http://www.nifl.gov/mailman/listinfo/SpecialTopics</u></font></a><font size=1 face="Monaco"><br>
Email delivered to lwiener@llfinc.org</font>
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