Numeracy: Workplace Content and Process

Purpose: To draw on findings from workplace research in relation to mathematical and pedagogical content.

References: 34, 41, 48, 52, 67, 77

1. Does the program include types of numeracy found in the workplace:
1. Calculation — where the context often determines the method used and sensible estimates are essential?
2. Measurement — requiring care and accuracy, and appreciation of tolerances?
3. Handling data — often computerised; e.g., printed graphs, charts, blueprints?
4. Problem-solving — including the solving of problems that require the gathering of information from several sources, often requiring the use of technology (i.e., computer or calculator), and with a good deal of speed and accuracy in actual situations, the skills of co-operation such as explaining clearly, listening carefully, and reaching consensus?

2. Are the following aspects of workplace numeracy addressed:
1. analytical, flexible, and fast calculation and estimation [including length, area, volume, and capacity] in the context of the work?
2. integrated mathematics and IT skills?
3. an ability to perform paper and pencil calculations and mental calculations as well as calculating correctly with a calculator [or other IT]?
4. to have a feel for numbers, percentages and proportional reasoning [what do calculations mean in the context of the work?]?
5. measuring, calculating and using information accurately [as in the maintenance of machinery]?
6. systematic and precise data-entry techniques and monitoring of data [as in quality control]?
7. systematic and precise record keeping and ability to accurately (re)locate warehouse objects?
8. confidence in identifying, appreciating and using concepts of risk and probability [including financial, environmental, & OH&S risks]?
9. the ability to read, interpret, transform and communicate data, in the form of charts, graphs and numbers [as in monitoring and improving the operational efficiency of a production line]?
10. extrapolating trends and monitoring models across different types of work?
11. an ability to create a formula [using a spreadsheet if necessary]?
12. ability to understand relationships [including indirect and multi-step between variables, as in stock control]?
13. multi-step problem solving?
14. an appreciation of the thresholds and constraints of a model [such as the limitations on factory output, the costs of machinery, or throughput of production lines, limitations of equipment, supplies, and maintenance]?
15. being able to modify the model to improve the simulation of workplace practices and outcomes?
16. recognising anomalous effects and erroneous answers [when mathematical information is implausible and possibly just wrong]?
17. communicating mathematics to other users and interpreting the mathematics of other users?
18. an ability to cope with the unexpected