Basic Numeracy Skills Research Articles

Human Capital Management and Future of Work; Job Creation and Unemployment: A Literature Review

An enormous amount of literature has emerged over the last few years in the context of the “human capital management”, “Future of Work” and on “Zambian Case: Job creation and unemployment”. The existing literature on the human capital management, the future of work and the Zambian case on job creation and unemployment, covers a wide range of topics. Investment in the human capital enhances performance, employee engagement, innovation and labor productivity. However, it has been observed that the future of work; technology advancement, automation in the transportation and agriculture sector might disrupt economic and social activities in developing countries including Zambia by the year 2026. Nevertheless, despite this wealth of existing studies, some important gaps remain, which should be addressed in future research: 1) Reduction on poverty levels, little is known about the margin by which poverty levels both in rural and urban areas will be reduced by 2021 considering that technological advancements and automation are expected to alter the way of doing business in service sector: transport Sector and manufacturing sector and also the agriculture sector by 2026. 2) Development strategies on human capital development to address the challenges associated with low labor productivity and how technological advancements, automation in the service sector (transportation), manufacturing sector and agriculture sector will sustain jobs that Zambian Government will have created for the locals by the year 2026. 3) Development strategies on human capital development which will ensure that most workers which enter the labor force after dropping out of school, attain basic numeracy, ICT and literacy skills by 2026. 4) Exploring measures to address wage inequality issues in view of off loading robots and use of articial intelligences on the Zambian market which could have potential to widen the gap between highly skilled expatriates and local Zambians.

Modelling Basic Numeracy Learning Application for Children with Autism: A Pilot Study

Children with autism have various difficulties in developing cognitive abilities and attaining new knowledge. However, it is essential they obtain a competence approach in order to achieve independence. The state of art has shown that a significant aspiration for children with autism is to become independent. Part of attaining independence includes achieving skills that allow for self-determination and involvement in social activities. Hence, it is essential for every child with autism to acquire basic numeracy skills to enhance their self-determination. With the emergence of assistive learning technology such as smartphones, PDAs, tablets, and laptops with touchscreen features, there are extensive ways to improve the quality of life for children with autism. This study, therefore, aims to explore the basic numeracy skills-based dynamic visual for children with autism that will possibly be of assistance to parents, educators, and facilitators in the development of digital assistive learning tools to meet the requirements of children with autism in learning environments. From the proposed theoretical framework, an application was designed and tested with several children with autism. Based on observations from the experiment, the users showed positive attitudes towards the outcome of the application.
 Keywords: children with autism, assistive learning technology, apps, numeracy, education

The quality and implementation of local plans: An integrated evaluation

Local plans are key components of municipal planning and scholars have developed methodologies to evaluate them. However, the purpose and use of local plans may vary, making their evaluation challenging, especially in comparative studies. In this context, existing evaluation methodologies that target local plans do not always account for the purpose of plans when evaluating their quality. Moreover, it is still unclear whether high-quality plans are better implemented than plans of lower quality. In this paper, we propose an integrated evaluation approach that links plan quality to implementation. To assess plan quality, we developed a flexible framework that accounts for the fact that local plans may present different characteristics according to their purpose. The framework rests on the analysis of the communication- and action-oriented dimensions of plans, and a system of coordinates that enables the classification of plans into four types (i.e. visions, blueprints, communicative policy acts, and basic plans) according to the score on each dimension. Plan implementation, assessed as conformance and performance, is determined based on the perception of local planners. Our approach and framework are applied to a set of 37 Swiss local plans. The approach is presented in a transparent way and requires basic numeracy skills, making it accessible to scholars and planning practitioners. Findings may be used to guide municipalities towards enhancing the quality of plans and identify best practices.

RMATHs: Mobile Based Numeracy Learning Applications for Students with Learning Disabilities

Providing quality basic education for all children is one of the Malaysian Government’s commitments, as promised by the 164 signatory countries under the UNESCO Agreement. This goal is very challenging, particularly for children with learning disabilities. Besides that, the number of students with learning disabilities represents the largest group of students in special education classes in Malaysia. There are three main problem faced by special education students in learning activities, specifically: cognitive, physical and sensory disabilities. These learning disabilities lead to low academic performance and often result in other problems such as inappropriate school behavior due to a lack of motivation towards the learning process. The Mobile Based Numeracy Learning Application (RMATHs) program is currently proposed to help those at-risk students to master basic numeracy skills with the assistance of technology. RMATHs is created for learning disabilities (LD) students in primary schools in Malaysia, specifically, for students in Special Education Integration Program (SEIP) classes. The content has been adapted and aligned with the Integrated Curriculum for Learning Disabilities issued by the Ministry of Education Malaysia. The unique features of RMATHs include the use of an attractive technologybased tool, namely, mobile devices; in addition to the design of learning interactions and activities being suitable for LD students. Learning activities and the environment of RMATHs are designed based on Constructivist Learning Environment and Mayer Cognitive Theory of Multimedia Learning. It is expected that LD students will understand the topic that they have learnt through RMATHs since it is specifically designed according to their needs.

The Need for Accountability in Education in Developing Countries

Despite the rapid growth in enrollment rates across the developing world, there are major concerns about the quality of education that children receive. Across numerous developing countries, recent learning assessments have revealed that children are not able to develop basic numeracy and literary skills. These low levels of learning are the result of a number of interrelated factors, many of which reflect the low levels of accountability across multiple levels of the education system. In this paper, I document the main education challenges facing developing countries, including the lack of accountability among teachers and school management. I also review recent literature that documents the effectiveness of interventions aimed at addressing these accountability issues. Finally, I assess the potential for the market to improve accountability in the education sector in developing countries.

Basic numerical processing, calculation, and working memory in children with dyscalculia and/or ADHD symptoms.

Deficits in basic numerical skills, calculation, and working memory have been found in children with developmental dyscalculia (DD) as well as children with attention-deficit/hyperactivity disorder (ADHD). This paper investigates cognitive profiles of children with DD and/or ADHD symptoms (AS) in a double dissociation design to obtain a better understanding of the comorbidity of DD and ADHD. Children with DD-only (N = 33), AS-only (N = 16), comorbid DD+AS (N = 20), and typically developing controls (TD, N = 40) were assessed on measures of basic numerical processing, calculation, working memory, processing speed, and neurocognitive measures of attention. Children with DD (DD, DD+AS) showed deficits in all basic numerical skills, calculation, working memory, and sustained attention. Children with AS (AS, DD+AS) displayed more selective difficulties in dot enumeration, subtraction, verbal working memory, and processing speed. Also, they generally performed more poorly in neurocognitive measures of attention, especially alertness. Children with DD+AS mostly showed an additive combination of the deficits associated with DD-only and A_Sonly, except for subtraction tasks, in which they were less impaired than expected. DD and AS appear to be related to largely distinct patterns of cognitive deficits, which are present in combination in children with DD+AS.

Women of an uncertain age: quantifying human capital accumulation in rural Ireland in the nineteenth century†

Geary and Stark find that Ireland's post‐Famine per capita GDP converged with British levels, and that this convergence was largely due to total factor productivity growth rather than mass emigration. In this article, new long‐run measurements of human capital accumulation in Ireland are devised in order to facilitate a better assessment of sources of this productivity growth, including the relative contribution of men and women. This is done by exploiting the frequency at which age data heap at round ages, widely interpreted as an indicator of a population's basic numeracy skills. Because Földvári, van Leeuwen, and van Leeuwen‐Li find that gender‐specific trends in this measure derived from census returns are biased by who is reporting and recording the age information, any computed numeracy trends are corrected using data from prison and workhouse registers, sources in which women ostensibly self‐reported their age. The findings show that rural Irish women born early in the nineteenth century had substantially lower levels of human capital than uncorrected census data would otherwise suggest. These results are large in magnitude and thus economically significant. The speed at which women converged is consistent with Geary and Stark's interpretation of Irish economic history; Ireland probably graduated to Europe's club of advanced economies thanks in part to rapid advances in female human capital.

Evaluation of a Computer-Based Training Program for Enhancing Arithmetic Skills and Spatial Number Representation in Primary School Children.

Calcularis is a computer-based training program which focuses on basic numerical skills, spatial representation of numbers and arithmetic operations. The program includes a user model allowing flexible adaptation to the child's individual knowledge and learning profile. The study design to evaluate the training comprises three conditions (Calcularis group, waiting control group, spelling training group). One hundred and thirty-eight children from second to fifth grade participated in the study. Training duration comprised a minimum of 24 training sessions of 20 min within a time period of 6–8 weeks. Compared to the group without training (waiting control group) and the group with an alternative training (spelling training group), the children of the Calcularis group demonstrated a higher benefit in subtraction and number line estimation with medium to large effect sizes. Therefore, Calcularis can be used effectively to support children in arithmetic performance and spatial number representation.

Numeracy Abilities of Children in Grades 4 to 6 with Mild Intellectual Disability in Singapore

Mathematics is an important aspect of daily life. Basic numeracy skills are needed to accomplish everyday tasks. However, research regarding the relationship between cognitive ability, mental age, and basic numeracy skills for children with intellectual disability (ID) is scarce. This research study investigated the correlation between intellectual ability and the development of number sense and arithmetic abilities in individuals with ID. Thirty-two students from a special school for individuals with ID in Singapore participated in this research study. Based on the results, basic numeracy is more closely correlated to the mental ages of the students than their intelligence quotient. This finding will be discussed and suggestions for future research will be provided.

What is the economic value of literacy and numeracy?

Even in OECD countries, where an increasing proportion of the workforce has a university degree, the value of basic skills in literacy and numeracy remains high. Indeed, in some countries the return for such skills, in the form of higher wages, is sufficiently large to suggest that they are in high demand and that there is a relative scarcity. Policymakers need robust evidence in order to devise interventions that genuinely improve basic skills, not just of new school leavers entering the market, but also of the existing workforce. This would lead to significant improvements in the population that achieves a minimum level of literacy and numeracy.

Making Meaning From Scientific Investigations and Living With the Uncertainties of Teaching Science as Inquiry

In the push to ensure basic literacy and numeracy skills in all the world's children (a target of the Millennium Development Goals), education in other areas, including science, music, and art, has been overlooked. To produce the next generation of doctors, researchers, and engineers needed to address the global health, governance, and climate change challenges that predate them, science education must be of the highest quality. That means going beyond memorization of facts to include lessons in the process of science. This scientific learning builds the skills of inquiry, investigation, and intellectual flexibility that encourage children to solve problems instead of tolerating the status quo. In this article, the author contrasts the process of true scientific learning with typical “science” lessons and calls for inquiry-based learning for lasting, meaningful science education.

Aging and the number sense: preserved basic non-symbolic numerical processing and enhanced basic symbolic processing.

Aging often leads to general cognitive decline in domains such as memory and attention. The effect of aging on numerical cognition, particularly on foundational numerical skills known as the number sense, is not well-known. Early research focused on the effect of aging on arithmetic. Recent studies have begun to investigate the impact of healthy aging on basic numerical skills, but focused on non-symbolic quantity discrimination alone. Moreover, contradictory findings have emerged. The current study aimed to further investigate the impact of aging on basic non-symbolic and symbolic numerical skills. A group of 25 younger (18–25) and 25 older adults (60–77) participated in non-symbolic and symbolic numerical comparison tasks. Mathematical and spelling abilities were also measured. Results showed that aging had no effect on foundational non-symbolic numerical skills, as both groups performed similarly [RTs, accuracy and Weber fractions (w)]. All participants showed decreased non-symbolic acuity (accuracy and w) in trials requiring inhibition. However, aging appears to be associated with a greater decline in discrimination speed in such trials. Furthermore, aging seems to have a positive impact on mathematical ability and basic symbolic numerical processing, as older participants attained significantly higher mathematical achievement scores, and performed significantly better on the symbolic comparison task than younger participants. The findings suggest that aging and its lifetime exposure to numbers may lead to better mathematical achievement and stronger basic symbolic numerical skills. Our results further support the observation that basic non-symbolic numerical skills are resilient to aging, but that aging may exacerbate poorer performance on trials requiring inhibitory processes. These findings lend further support to the notion that preserved basic numerical skills in aging may reflect the preservation of an innate, primitive, and embedded number sense.

Curbing Adult Student Attrition: Evidence from a Field Experiment

Roughly 20% of adults in the OECD lack basic numeracy and literacy skills. In the UK, many colleges offer fully government subsidized adult education programs to improve these skills. Constructing a unique dataset consisting of weekly attendance records for 1179 students, we find that approximately 25% of learners stop attending these programs in the first ten weeks and that average attendance rates deteriorate by 20% in that time. We implement a large‐scale field experiment in which we send encouraging text messages to students. Our initial results show that these simple text messages reduce the proportion of students that stop attending by 36% and lead to a 7% increase in average attendance relative to the control group. The effects on attendance rates persist through the three weeks of available data following the initial intervention.

Revision workshops in elementary mathematics enhance student performance in routine laboratory calculations

The ability to understand and implement calculations required for molarity and dilution computations that are routinely undertaken in the laboratory are essential skills that should be possessed by all students entering an undergraduate Life Sciences degree. However, it is increasingly recognized that the majority of these students are ill equipped to reliably carry out such calculations. There are several factors that conspire against students' understanding of this topic, with the alien concept of the mole in relation to the mass of compounds and the engineering notation required when expressing the relatively small quantities typically involved being two key examples. In this report, we highlight teaching methods delivered via revision workshops to undergraduate Life Sciences students at the University of Nottingham. Workshops were designed to 1) expose student deficiencies in basic numeracy skills and remedy these deficiencies, 2) introduce molarity and dilution calculations and illustrate their workings in a step-by-step manner, and 3) allow students to appreciate the magnitude of numbers. Preworkshop to postworkshop comparisons demonstrated a considerable improvement in students' performance, which attenuated with time. The findings of our study suggest that an ability to carry out laboratory calculations cannot be assumed in students entering Life Sciences degrees in the United Kingdom but that explicit instruction in the form of workshops improves proficiency to a level of competence that allows students to prosper in the laboratory environment.

The acquisition of expertise in the classroom: are current models of education appropriate?

The study of expertise tends to focus on humans who can perform extraordinary feats. Although the way in which expertise is acquired is often characterized as similar to everyday skill acquisition, the attainment of basic numeracy skills is rarely considered in the same context as the attainment of expertise. It is clear, though, that average numeracy skills possess all the hallmarks of expert performance. In this paper I argue that the traditional classroom of Western education systems pays insufficient attention to the idea that effective numeracy skills represent a level of expertise that requires a particular form of training. Using the five principles of skill acquisition identified by Speelman and Kirsner (2005), I argue that the modern classroom is not the most appropriate environment for acquiring important cognitive skills, and that computer programs, such as games and tailored training tasks, should be considered a valuable adjunct to traditional didactic instruction.

Numerical predictors of arithmetic success in grades 1–6

Math relies on mastery and integration of a wide range of simpler numerical processes and concepts. Recent work has identified several numerical competencies that predict variation in math ability. We examined the unique relations between eight basic numerical skills and early arithmetic ability in a large sample (N = 1391) of children across grades 1-6. In grades 1-2, children's ability to judge the relative magnitude of numerical symbols was most predictive of early arithmetic skills. The unique contribution of children's ability to assess ordinality in numerical symbols steadily increased across grades, overtaking all other predictors by grade 6. We found no evidence that children's ability to judge the relative magnitude of approximate, nonsymbolic numbers was uniquely predictive of arithmetic ability at any grade. Overall, symbolic number processing was more predictive of arithmetic ability than nonsymbolic number processing, though the relative importance of symbolic number ability appears to shift from cardinal to ordinal processing.

Enumeration skills in Down syndrome

Individuals with Down syndrome (DS) exhibit various math difficulties which can be ascribed both to global intelligence level and/or to their atypical cognitive profile. In this light, it is crucial to investigate whether DS display deficits in basic numerical skills. In the present study, individuals with DS and two groups of typically developing (TD) children matched for mental and chronological age completed two delayed match-to-sample tasks in order to evaluate the functioning of visual enumeration skills. Children with DS showed a specific deficit in the discrimination of small numerosities (within the subitizing range) with respect to both mental and chronological age matched TD children. In contrast, the discrimination of larger numerosities, though lower than that of chronological age matched controls, was comparable to that of mental age matched controls. Finally, counting was less fluent but the understanding of cardinality seemed to be preserved in DS. These results suggest a deficit of the object tracking system underlying the parallel individuation of small numerosities and a typical - but developmentally delayed - acuity of the approximate number system for discrimination of larger numerosities.

Habilidades numéricas básicas: algumas contribuições da análise do comportamento

Diversos estudos investigaram as habilidades numéricas básicas na espécie humana, tanto as de origem filogenética quanto as aprendidas a partir das experiências culturais. O papel dessas habilidades na aquisição e desenvolvimento de repertórios matemáticos complexos foi destacado nessas pesquisas. O objetivo deste artigo foi oferecer alguns dados fundamentais sobre aquisição de habilidades numéricas básicas, discutindo-os a partir do referencial da Análise do Comportamento. O estudo é uma revisão ampla da literatura e parte da descrição de dados externos às pesquisas comportamentais, abrangendo senso numérico, subitização e contagem, buscando-se chegar à proposta de comportamento conceitual numérico. Também foram selecionados e descritos os principais trabalhos sobre essas habilidades a partir da Análise do Comportamento. Ao final, implicações para pesquisas e aplicações em ambientes educacionais são oferecidas.

Understanding gypsy children’s conceptions of learning: A phenomenographic study

In Portugal, as in other European countries, gypsy children remain largely at the margins of the educational system. Their underachievement and the associated dropout rates from school are serious educational issues and factors contributing to their marginalization in society. However, there is limited research qualitatively examining the different ways in which gypsy children think about learning. The current study examined data provided by 26 Portuguese gypsy elementary school children ranging from 9- to 13- years-old. Data analysis presented an outcome space representing the gypsy children’s qualitatively different conceptions of learning. Accordingly with their gypsy culture, these Portuguese students perceived their learning of basic numeracy and literacy skills as important for helping their families selling at fairs. These children indicated that they do not intend to continue studying beyond elementary school as they believe that learning of these basic skills is enough for living as a gypsy. The implications for educational processes and school practices are discussed.

Magnitude processing in non-symbolic stimuli

Dot arrays are often used to study basic numerical skills across cultures, species and development. Researchers investigate the ability of subjects to discriminate between dot arrays, as a function of the ratio or distance between their numerosities. Such studies have contributed significantly to the number sense theory (i.e., that humans are born with the ability to process numerosities, and share this ability with various species)—possibly the most influential theory in numerical cognition literature today. However, a dot array contains, in addition to numerosity, continuous properties such as the total surface area of the dots, their density, etc. These properties are highly correlated with numerosity and therefore might influence participants' performance. Different ways in which different studies choose to deal with this confound sometimes lead to contradicting results, and in our opinion, do not completely eliminate the confound. In this work, we review these studies and suggest several possible reasons for the contradictions in the literature. We also suggest that studying continuous properties, instead of just trying to control them, may contribute to unraveling the building blocks of numerical abilities.