International Journal of Evaluation and Research in Education (IJERE)

Vol. 8, No. 1, March 2019, pp. xx~xx

ISSN: 2252-8822, DOI: 10.11591/ijere.v8.i1.ppxx-xx ❒ 101

A systematic literature review: How do we support students to

become numerate?

Viona Adelia1, Ratu Ilma Indra Putri2, Zulkardi3

1,2,3
Mathematics Education, Universitas Sriwijaya, South Sumatra, Indonesia

Article Info ABSTRACT

Article history: Essential skill that is needed to engage in situations in life that involve
mathematical elements is called Numeracy. Developing students’ numeracy
Received Jun 9, 2018 skill is as seen as the goal of mathematics education. Despite its
Revised Nov 20, 2018 importance, teaching numeracy can be challenging and not an instant
Accepted Dec 11, 2018 result of mathematics classroom learning. In this article, through a
systematic literature review, we explore the prior studies about
Keywords: supporting students to become numerate through classroom or
course.
Numeracy
Numerate
Numeracy Learning
Copyright © 2019 Institute of Advanced Engineering and Science.
All rights reserved.

Corresponding Author:
Ratu Ilma Indra Putri,
Mathematics Education, Universitas Sriwijaya, South Sumatra, Indonesia
Email: [email protected]

1. INTRODUCTION
Developing students’ ability to solve quantitative problems from daily life is seen increasingly as a
goal of mathematics education (O’Donoghue, 2002; Niss and Jablonka, 2014; Hoogland, 2016). Essential
skill that is needed to engage in situations in life that involve mathematical elements is called Numeracy
(Hains et al., 2019; OECD, 2022; Goos et al., 2020). Numeracy is as important as literacy in order to make
an individual to becoming an active and thoughtful citizen (Crowe, 2010; Geiger et al., 2015; Engel, 2019).
There are numerous terms that has been used to describe this interpretation, which are: numeracy,
quantitative literacy, mathematical literacy and many other more (Niss and Jablonka, 2014; Tout and Gal,
2015; Goos et al., 2020). However, the term that used in this article would be numeracy according to
Indonesian context of the definition of numeracy.
In general, many countries substitute numeracy skill to their education system or in other words
their curriculum (Liljedahl, 2015; Prince and Frith, 2020; Nortvedt and Wiese, 2020), including Indonesia
whom by 2019 reformed its education system by integrating it with literacy and numeracy competencies.
Furthermore, many prior studies found that numeracy closely related to skills that are needed in work life.
McClure and Sircar (2008) stated that recruiters look for numeracy because it is a primary skill that enables
professional success. It is in line with the definition of numeracy itself which is being useful in situations in
life, in this case, work-life. In addition, Crowe (2010) also stated that there is a strong relationship between
numeracy and citizenship.
Despite its importance, teaching numeracy can be challenging (Geiger et al., 2015; Hains et al.,
2019) and not an instant result of mathematics classroom learning (O’Donoghue, 2002), meanwhile being
numerate is every student’s right after completing the compulsory school (Goos et al., 2020). In order to
overcome the challenge, this article aims to explore the prior studies about supporting students to become
numerate through classroom or course.

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2. METHOD
This article is using systematic literature review and was conducted in eight steps which are: 1)
formulating research problem; 2) developing and validating the review protocol; 3) searching the literature;
4) screening for inclusion; 5) assessing quality; 6) extracting data; 7) analysing and synthesizing data; and 8)
reporting the findings (Xiao and Watson, 2019).

Step 1: Formulating Research Problem

Research problems in this article was developed by the aim to explore the prior studies about
supporting students to become numerate. Therefore, the research question for this article is: how do we
support students to become numerate through classroom based on the results of systematic literature review
on numeracy-themed articles?

Step 2: Developing and Validating the Review Protocol

This step contains inclusion criterion, which means this article only included studies that provide the
characteristics of numerate individual, numeracy learning, numeracy problems, and basically everything that
related to how to teach numeracy. The literatures used in this article are not specific in mathematics
classroom in order to emphasize that numeracy is needed across contexts.

Step 3: Search the Literature

This step contains identification of the literature. The author started the literature search by using the
keywords “numeracy”, “quantitative literacy” and “mathematical literacy”. The first thing was screening
through the title, if the title seemed to contains how to teach numeracy or quantitative literacy or
mathematical literacy in a class or course, the author obtained its full text article for further evaluation. The
author searched the literature by using the databases of Google, Sciencediret, and Google Scholar and limit
the publication date to 2012 and 2022. The author also did backward and forward search to expand the
searching process.

Step 4: Screen for Inclusion

After collecting the list of literatures, each article then further screened to decide whether it should
be included for data extraction and analysis. This step contains quality and eligibility assessment. The author
skimmed through the abstract of the article to evaluate the quality and eligibility of the literatures included
and weep out the unsuitable articles. The author then determining the criteria for inclusion and exclusion: this
article answer the research question of how to support students to become numerate through classroom;
therefore, only articles related to numerate and numeracy learning are included.

Step 5: Assessing Quality

Quality assessment of the literatures perform as a fine sieve to improve the full-text articles and
preparing for data extraction and synthesis. This step also crucial for reviews aiming for generalization.
Ranking the literatures based on a checklist is used for quality assessment in this study.

Step 6: Extracting Data

The process of data extraction in this article involves coding. This study characterizes the literatures
into characteristics of numeracy, numeracy problem, and numerate; the example of numeracy classes or
courses; teachers’ role in numeracy learning, etc.

Step 7: Analyzing and Synthesizing Data

This article will explore the findings qualitatively and distilling into analytic theme as describe in
step 6: the characteristics of numeracy, numeracy problem, and numerate; the example of numeracy classes
or courses; teachers’ role in numeracy learning, etc.
Step 8: Report Findings
This article points out the opportunities and directions for further research, for instance as a
guideline for further research about enhancing students’ numeracy competency

3. RESULTS
3.1 Conceptualizing Numeracy

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In general, numeracy can be described as an essential skill needed to engage in situations in life that
involve mathematical elements (Niss and Jablonka, 2014; Hains et al., 2019). Numeracy involves the ways in
which people deal with the demands of mathematical elements in adult life (Gal et al., 2020). Prior to this,
arisen from the demand of the characteristics of problem that adults may encounter (Bakker et al., 2011).
Even though in some literature, numeracy is described as numbers and computation performance, however it
is not the term this article used. The consequent of the transformation of knowledge, social structures, work
practices and technology are the transformation of how we see numeracy skill (Jablonka, 2015; Goos et al.,
2020).
Goos et al. (2014) have introduced a model of numeracy which contains the dimensions of
numeracy—the capabilities needed to meet the challenges of life in the 21st century. Figure 1 is the 21st
century numeracy model by Goos et al. (2014) which consist of contexts, mathematical knowledge,
dispositions, tools, and critical orientation as the dimensions.

Figure 1. 21st Century Numeracy Model (Goos et al., 2014)

Because numeracy is highly related to everyday situations, it requires consideration of context in

order to be effective (Hains et al., 2019). In addition, Crowe (2010) stated that the understanding of numeric
information and how it is being used is crucial when making decisions on an issue, for instance making
informed decisions about healthcare or the value of polling data. Furthermore, Goos et al. (2020) describe
these are as the general situations which demand numeracy.
a. At home
Numerous activities at home requires numeracy. For instance, cooking involves measurement of
quantities and time; the ability to compare prices and estimate money value when shopping; or
keeping and predicting score when playing or watching team sports.
b. At work
All job requires numeracy (Goos et al., 2020) even the low-skilled job (Liu, 2020). In addition,
numeracy practices are specific to each work context.
c. In community and civic life
Being a critical citizenship requires numeracy because almost every public issue depends on data for
constructing arguments to inform, persuade or shape decision making. Uncritical citizens might
accept a survey’s numerical findings without questioning its design and sampling strategy.

The situations which demand numeracy, or in other words a context, are the critical things that should be
offered to students in order to support them to become informed and intelligent citizens (Steen, 2001; de
Lange, 2003), which is the intention of becoming numerate (Goos et al., 2020).
Related to the context of the problem in real-life situations, it is not the main goal of numeracy to
understand mathematical concepts better. Instead, to understand how to use mathematical ideas in struggles
to make the world better (Frankenstein, 2009).

3.2 Characteristics of Numerate

Being numerate or in other words having numeracy competencies involves more than mastering
basic mathematics (Niss and Jablonka, 2014; Tout and Gal, 2015; Goos et al., 2020). Numeracy is viewed as
an important outcome of school (Gal et al., 2020) and being numerate is students’ right after completing the
compulsory school (Goos et al., 2020), this because numeracy is a foundational skill for every individual
(Niss and Jablonka, 2014).
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Gal et al. (2020) characterizes numerate as an individual who knows some or a lot of mathematics
and statistics and able to apply that mathematics within a real-world context. Specific in health context,
Heilmann (2020) describe 4 levels of numeracy which are.
a. Basic, include identifying numbers and understanding quantitative data e.g., the required number of
pills and the time and date of medical appointments.
b. Computational, includes counting, computing and simple manipulations, e.g., calculating medical
fees.
c. Analytical, includes making sense of information and understanding proportions and percentage.,
e.g., understanding basic graphs and comparing benefits from different treatments.
d. Statistical, includes understanding statistical concepts and results, understanding probability
statements, critically analysing information, understanding and interpreting complex graphs,
understanding treatment consequences and making decisions based on risk comparison.

Aside from advanced in mathematics and making sense of on-mathematical context, being numerate
require problem-solving and critical judgement (Goos et al., 2020). Outside of mathematics classroom
situations, numeracy relates to the knowledge, skills, and dispositions or habits of mind related to
understanding and using certain aspect of statistics (Crowe, 2010). In addition, Crowe (2010) stated that the
examples of having numeracy competencies is about being able to perceive a data and being critical about it
in numerous contexts, for instance on economic context: buy a house, sell your house, take out a loan,
critically analyze a lending is predatory or not, or does the interest rate hike affect the daily life, on scientific
or medical context: using the medical information and make decisions about whether there is a risk to taking
a drug, and in civic life context understanding polling data and ask critical questions like the statistical
method of the poll.
Hoogland (2016) classify a way which we can use to observe numerate behavior of students. First
responding to information about mathematical ideas that may be represented in a range of ways.
Furthermore, the activation of a range of enabling knowledge, factors, and processes.

3.3 How Do We Support Student to Become Numerate?

To enhance numeracy in students, there is a need in shifting from emphasizing mathematics

education on mathematical procedures towards more attention to problem solving and creating a problem-
solving attitude in students (Hoogland, 2016). Mathematics education in school can serve students learning to
understanding of concepts, confidence and adaptive thinking in order to be able to apply their knowledge in
wide-range of contexts (Goos et al., 2020). This is in line with it is not the statement of Frankenstein (2009),
the main goal of numeracy is not to understand mathematical concepts better. Instead, to understand how to
use mathematical ideas in struggles to make the world better.
In specific of social studies, educator should consider the place where basic numeracy is to help
prepare students to become a member of citizenry (Crowe, 2010). By serving students to numeracy learning,
teacher could make the activities in classroom contain these 2 characteristics of numeracy, which are (Hains
et al., 2019).
a. Modelling: formulating problems, seeking patterns, and drawing conclusions; recognizing
interactions in complex systems; understanding linear, exponential, multivariate, and simulation
models; understanding the impact of different rates of growth.
b. Chance: recognizing that seemingly improbable coincidences are not uncommon; evaluating risks
from available evidence; understanding the value of random samples.

In their literature review, Aguilar and Zavaleta (2012) said that in order to produce numerate
student, more than a sufficient mathematical education is needed, or in other words to become critical citizen,
the learning requires the promulgation of democratic values and attitudes. However, numerous mathematics
teachers are not aware that they are both teaching mathematics and values. Changing the perception is one of
the biggest obstacles to overcome. Changing the perception of learning can be done by avoid instruction like
“solve the equation…”, “find the length of…”, “calculate the value of…” because it would dissociate
students to be critical, meanwhile mathematics teaching should include activities that will encourage students
to use mathematics as a thinking tool.
In his study, Hoogland (2016) describe the process of the classroom, first serve real problem as the
starting point, continued by stipulate mathematising: formulating the mathematical problem, modelling, and

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problem solving, then calculate takes place: employing, mathematical analysis, and working mathematically,
last is interpreting the outcome of the mathematical activity and make sense of it in the perspective of the
original problem: interpret, evaluate, communicate, validate, and expose.
In addition, several areas where differences can be made in enhancing numeracy learning through
mathematics class are: 1) changing the design of learning environments; 2) changing the tasks; 3) self-
regulations training and cooperative learning with peers; 4) process-oriented feedback; 5) teachers’ emotions
and enthusiasm for teaching mathematics, and 6) contextual factors such as parental support and the
composition of peer groups (Liu, 2020).
Moreover, Crowe (2010) gave the example of how numeracy can be embedded to social studies
classroom. Teachers can dispose students to numerous articles or information around them which include
numeric data, percentage, average, or graphs and charts. Not only that, to dispose students to ask deeper
questions about the data or the readings, teachers can start by pose critical questions such as: 1) what do the
numbers in this piece mean? 2) how could they be represented differently? 3) where are the places that
misunderstanding can take place as a result of the author’s use of numbers? 4) what is missing? 5) is there
more data that would make this easier to understand? And many other questions. These questions would
guide students toward making connections between data and decision-making about an issue.
Besides that, in the context of mathematics classroom, the art of embedding numeracy can be done
by seeing the situations (or contexts) as having certain distances in relation to students. The distance can be
described as the closest situations to students, here is the list of the distance from the shortest to the furthest:
students’ personal life—school (educational) life—work (occupational) and leisure—local community and
society—scientific situations. It might be possible to enlarge the distance domain as the age of students
increase but not in a strict way (de Lange, 2003). This is in line with the important implication of Piaget’s
theory which is adaptation of instruction to the students’ developmental level (Lefa, 2014).
Talking about numeracy task, the characteristics of numeracy problem are: 1) situated in the real
world; 2) involves process of reading, interpreting, solving, and communicating in a mathematical manner
(Gal et al., 2020). In addition, mathematical concepts should be learned through solving problems in
appropriate settings (de Lange, 2003).

3.4 Numeracy Problem

Numeracy skill is closely related to mathematical elements that happens in real-life setting which
occur in broad context, integrated with another knowledge of the world (Frankenstein, 2009). Hence, to be
effectively developing students’ numeracy capabilities there is a need to be proficient at recognising the
numeracy demands in real-life setting (Goos et al, 2020). Furthermore, Goos et al. (2020) gave some
examples about everyday situations that demand numeracy, as seen in Figure 2.

Figure 2. Numeracy Demand Example

4. DISCUSSION AND CONCLUSION

Numeracy is an essential skill to have in this century (Hains et al., 2019; Crowe, 2010; Goos et al.,
2020). It is because it promotes individual competencies to solve a problem which include mathematical
elements (Goos et al., 2020). However, taking lots of mathematics class does not imply that students would

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have better numeracy skill or become numerate (Crowe, 2010). It is because numeracy involves more than
mastering the basic mathematics (Goos et al., 2020). Table 1 provides abilities included as numeracy.

Table 1. Numeracy Abilities

Categories Ability
Basic mathematics Understanding the concept of mathematics topics;
including: identifying numbers, counting,
computing, manipulating, understanding
proportions and percentage, understanding basic
graphs, and understanding quantitative data.
Context-related Including: perceiving a data, and making sense of
information
Problem-solving Including: being critical about the data or the
information, applying the correct mathematics in
the appropriate context, making decisions, and
interpreting the results.

In order to prepare students to become numerate, teachers can serve student to numeracy learning.
Numeracy learning does not mean it only can be done by mathematics teachers in mathematics classroom, it
also can be embedded in numerous subject (Crowe, 2010; Hains et al., 2019). The core point of numeracy
learning is the understanding of the teachers about the implications of mathematics in the real situations.
Furthermore, Table 2 provides the activities which can be used to implement numeracy learning.

Table 2. Numeracy Learning

Learning Phase Activity

Planning Preparing a lesson plan that contain numeracy problem: situated in real
world, involves process of reading, interpreting, solving, and
communicating in mathematical manner.
Avoid to give direct instruction instead pose critical questions
The Learning
Giving process-oriented feedback

In addition, since the use of everyday situations is crucial to numeracy learning, there is one learning
approach which is expectantly able to support numeracy learning. Realistic Mathematics Education (RME),
in one of its principle, reality principle which attached to the goal of mathematics education of students’
ability to apply mathematics in solving “real-life” problems (Van den Heuvel-Panhuizen and Drijvers, 2020).
This principle is in line with the aim of numeracy learning.
One important thing about numeracy is the use of mathematics elements in numerous of contexts,
which means the use of context when serving numeracy learning is crucial (Gal et al., 2020). With that
understanding, teacher can prepare the problem or readings or public information as the learning material to
be disposed to students (de Lange, 2003; Crowe, 2010; Liu, 2020; and Gat et al., 2020). Furthermore, this
learning material can be discussed in depth to deepen students understanding and dispose them to be more
critical. Crowe (2010) explain that, teacher can exemplify by questioning everything and students will,
unconsciously, start to critically questioning everything as well. Finally, combining all those aspects can
provide an opportunity for students being numerate.

CONFLICT OF INTEREST
There is no conflict of interest

ACKNOWLEDGEMENTS
The authors thank to Ministry of Education, Culture, Research and Technology Republic Indonesia
through HIBAH PMDSU 2022-2024 main contract 142/E5/PG.02.00PT/2022 with derivative contract no.
0146.04/UN9.3.1/PL/2022.

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BIOGRAPHIES OF AUTHORS

Viona Adelia is a candidate doctoral of mathematics education in Sriwijaya University,

Palembang, South Sumatra, Indonesia. Her research interests lie in the numeracy, realistic
mathematics education, and design research. She can be contacted at email:
[email protected]

Ratu Ilma Indra Putri is a professor of mathematics education in Sriwijaya University,

Palembang, South Sumatra, Indonesia. Her research interests lie in the numeracy, lesson study,
realistic mathematics education, and design research. She can be contacted at email:
[email protected]

Zulkardi is a professor of mathematics education in Sriwijaya University, Palembang, South

Sumatra, Indonesia. His research interests lie in the numeracy, PISA task, realistic mathematics
education, and design research. He can be contacted at email: [email protected]

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Title of manuscript is short and clear, implies research results (First Author)