Adults’ numeracy practices in fluid and unstable contexts—An agenda for education, policy and research?

Abstract

Abstract Numeracy practices are always dependent on the social context in which they emerge. These contexts, however, are unstable because of a range of technological and socio-political changes. How does this instability affect people’s agency in the world? After reviewing key approaches to numeracy practices research, we distil key findings from recent numeracy studies. We introduce the concept of the numerate environment to examine the context in which opportunities, supports and demands present themselves for people’s numeracy development, explaining how cultural-historical activity theory can be used to analyse the effects of changes in numerate environments. We consider examples of social trends likely to effect such changes and conclude with implications of shifts in people’s numerate environment for future educational provision, policy and research.