Numerical Competence Research Articles

Mathematical Discourse Fluency and Numerical Competence: A Correlational Analysis of Senior High School Students' Mathematical Language and Skill Profiles

Mathematical Discourse Fluency and Numerical Competence: A Correlational Analysis of Senior High School Students' Mathematical Language and Skill Profiles

Human capital at the beginning of the eighteenth-century Catalonia: Age-heaping and numeracy in a changing economy

Abstract This article analyses arithmetic levels in early eighteenth-century Catalonia using 6,700 individual observations and the age-heaping methodology, which evaluates errors in age reporting. Catalonia represents an attractive case due to the lack of data on human capital during this crucial period of transition from a pre-industrial to an industrial society. The results reveal high levels of numerical competence, particularly in urban areas and among the middle classes, comparable to those of Western Europe. This suggests the potential for industrialization based on high numeracy despite low literacy.

Training numerousness to numerosity in the dog (Canis lupus familiaris).

Dogs show numerousness, which is the ability to identify the larger of two stimuli, most often the number of treats on a plate. However, dogs seem to use mechanisms other than counting to make this discrimination. This study builds on existing research by controlling for (a) olfaction, (b) the surface area of the stimuli, and (c) delivery of a single reinforcer contingent on correct choices in the trained task. Nine dogs were trained to select a dish with 5 dots/treats in a sealed container when presented with comparison stimuli of 1, 4, and 9 dots/treats. The dogs showed numerousness in discriminating between dishes with 1 versus 5 dots, with consistent performance of more than 80% correct. Two dogs could discriminate 4 versus 5 dots, and three dogs learned the 9- versus 5-dot discrimination in which there is a conflict between selecting the larger option and selecting the 5 dots to gain reinforcement in the task. Knowledge of numerical competency, particularly training dogs to select the nonreinforced choice, can offer strategies to facilitate cognitive enrichment and learning in animals or offer enhancement of the capabilities of working dogs where the concept of number might be advantageous in providing additional skills.

Supporting children’s numeracy competencies and families’ HNE: Exploring the role of apps and digital parent information in STEM vs. Non-STEM families

Early numeracy competencies are of great importance for children’s competency development. Here, early digital intervention approaches offer the potential to support all children and their families. We investigated whether the provision of specific numeracy learning apps and parent information about children’s numeracy development improves both, children’s numeracy competencies and the quality of families’ home numeracy environment (HNE) while considering the potential impact of parental (STEM) occupation. Children’s numeracy competencies were measured twice in two cohorts (N1 = 190 children; M1age = 63.6 months; SD1 = 4.4; N2 = 310 children; M2age = 59.4 months; SD2 = 3.9) with a six-month interval between t1 and t2. Parents were surveyed about the family characteristics and the HNE. Families in the numeracy intervention group (Ntotal = 151) received tablet computers with specific numeracy learning apps and parent information. No significant intervention effect on the quality of the HNE was found. However, children from intervention families showed significantly greater numeracy competency gains, even when considering child and family characteristics and independent of parental occupations. Consequently, high-quality learning apps can support the development of children’s numeracy competencies already at preschool age. Further ideas on how to reach families and enhance the HNE are discussed.

Competency-based Medical Education: Perspectives from Students' Lens: A Cross-sectional Study among Undergraduate Medical Students.

This study assesses the perception and challenges faced by medical students in adapting to India's competency-based medical education (CBME) curriculum. The curriculum is gradually being accepted nationwide. Students and faculty are continuously trying to implement all components of CBME in their practical and theory classes. The research aims to provide insights into students' perceptions and challenges for the newly implemented CBME curriculum. A cross-sectional study was conducted among MBBS students at our medical college from 2019 batch onward. A questionnaire was sent using Google Forms and 293 responses were recorded. Data analysis was done using MS Excel. The distribution of students across batches showed that 2019 and 2020 batches were the largest cohorts, comprising 39% and 37% respectively, followed by 2022 (14%) and 2021 (10%). The majority recognized the importance and achievement of the foundation course (73.4% and 75.5%, respectively). Attitude, Ethics, and Communication (AETCOM) was deemed necessary (79.8%) and contributed to doctor-patient relationships (43%). Early clinical exposure (ECE) was valued for interest and learning (87.3%), and practical technique like Objective Structured Clinical Examination was favored (83.9%). Challenges included time constraints for theory papers, finishing logbooks, limited self-study time, mental burnout, and coping with numerous competencies. ECE and integrated teaching were seen as pivotal for academic success, whereas AETCOM was acknowledged for its academic contribution.

The Role of Educational Technology in Enhancing Students’ Literacy and Numeracy through the AKM Assessment in the Kampus Mengajar Program

Literacy refers to the fundamental knowledge required by students to comprehend written texts, while numeracy denotes the ability to understand and apply numerical concepts in everyday life. To assess students' literacy and numeracy skills, it is necessary to administer standardized tests. This study aims to analyze the literacy and numeracy competencies of fifth-grade students at SDN 101914 Kampung Baru through the implementation of the Minimum Competency Assessment (Asesmen Kompetensi Minimum/AKM), as part of the Kampus Mengajar Batch 6 program. The AKM test was conducted in two stages: (1) a pretest for both literacy and numeracy, and (2) a posttest for both domains. The data obtained were analyzed using descriptive statistical methods to calculate students' average scores. The findings indicate that the Kampus Mengajar program contributed to improvements in students' literacy and numeracy skills. This is evidenced by an increase in correct responses, with literacy scores rising from 47% in the pretest to 69% in the posttest, and numeracy scores increasing from 27% to 50%. These results suggest that the intervention supported both student learning outcomes and educational innovation.

Pelatihan Penguatan Literasi dan Numerasi dalam Pemulihan Pembelajaran pada SMP di Kabupaten Ogan Ilir

This community service activity aims to strengthen literacy and numeracy competencies in junior high schools (SMP) in Ogan Ilir Regency that receive low evaluation scores in their educational units. The community service partners consist of 11 junior high schools, represented by the Principals and one Vice Principal in charge of curriculum. The implementation method includes three main stages: 1) Training, 2) Mentoring, and 3) Supervision. The evaluation instruments used include questionnaires, observation sheets, and analysis of participants' work documents to measure improvements in knowledge, skills, and attitudes related to literacy and numeracy. Data analysis techniques involve descriptive quantitative and qualitative approaches. The results of this community service activity indicate that partner schools have shown increased knowledge and experience in enhancing professional literacy and numeracy competencies, as well as skills in developing literacy- and numeracy-based learning tools relevant to junior high school students.

Grade 2 Learners’ Performance on an Interview-based Numeracy Test: Assessments in English and Tshivenda

Early-grade learners build on their preschool numeracy competence with vocabulary and grammar of their home language as important semiotic tools. In this study, the performance of two samples of Grade 2 learners, who completed the MARKO-D SA interview-based test of number concept development, were assessed. The results showed that participants (n = 72) who completed the Tshivenda version of the test performed better than those who participated in an English version of the sametest (n = 70). The MARKO-D SA instrument comprises pictures and counters along with 48 tasks. The study was undertaken to find out how the participants’ responses captured their numerical acuity on five levels of difficulty according to a model of number concept development. Based on studies of the role of English as language of learning and teaching (in foundation phase classrooms where learners do not use English as first language, the study hypothesised that there would be a notable difference in the scores of the two groups of participants: the Tshivenda first language participants’ outcomes would be better than the outcomes of those who completed the English test. The study concluded that number concept development of Grade 2 learners was associated with their understanding of the language in which the interview-based test was conducted. The authors argue that the findings have implications for the language of learning and teaching in the teaching of mathematics in the foundation phase.

Peningkatan Kemampuan Operasi Hitung Siswa Kelas VII Melalui Program Kelas Numerasi SMPN 16 Mataram

Numeracy skills are fundamental abilities that every student must possess to understand mathematical concepts. Indonesia ranks 74th out of 79 countries in terms of numeracy proficiency, indicating the low ability of students to comprehend basic mathematical concepts and solve numeracy-based problems. According to the 2024 National Assessment results, the majority of students in this region fall into the low category for numeracy literacy. This is further supported by data from SMPN 16 Mataram, where field observations reveal that many students struggle with mastering basic arithmetic operations such as addition, subtraction, multiplication, and division, which are foundational for understanding more advanced mathematical concepts. Therefore, this community service aims to help students develop skills in understanding and operating basic algebraic concepts, such as addition, subtraction, multiplication, and division of algebraic expressions. This service is conducted at SMPN 16 Mataram, located in Mataram city, with the participants being 23 students from class VII of SMP in Mataram. The data used in this service activity is sourced from the implementation of the Madrasah Indonesia Competency Assessment (AKM) guidance activity to improve students' literacy and numeracy competencies at SMPN 16 Mataram, conducted by 7th grade mathematics teacher. The evaluation of the activity was done through interviews with both the teacher and the students of grade 7th. The results of this activity show a significant improvement in the numeracy skills of students in algebraic arithmetic operations at SMPN 16 Mataram, class VII. This improvement is measurable, with the average score initially at 40, which then increased to 70 after the implementation of the program or community service activities. This indicates that students who previously had difficulty understanding and mastering algebraic arithmetic operations, such as addition, subtraction, multiplication, and division with variables or algebraic expressions, made significant progress after being given guidance and practice. Therefore, the addition of numeracy-focused programs is effective in helping students solve problems.

Improving Teachers' Numeracy Skills at Cisarua State Elementary School, West Java, Indonesia

Teachers occupy a pivotal role in the education system, including the imperative of attaining numeracy competence, a benchmark defined by governmental standards. The objective of this study is twofold: firstly, to assess the current state of numeracy competence among teachers at Cisarua State Elementary School, and secondly, to formulate a model to enhance their competencies in this domain. The research methodology is quantitative, incorporating a case study design that amalgamates descriptive and exploratory research methodologies. The study's participants comprised 15 teachers evaluated through a questionnaire-based training needs survey. Data was collected through a survey technique, with a questionnaire as the primary instrument. The collected data underwent quantitative analysis using descriptive analysis techniques. The results indicated that teachers' numeracy competence falls below the ideal standard set by government policy, with an average score of 40.6 out of a possible 42. This discrepancy underscores the necessity for human resource development in numeracy competence. In light of these findings, this study proposes a training model based on the ICARE approach (Introduction, Connection, Application, Reflection, Extension) to enhance teacher numeracy competence. The implications of this study underscore the necessity of systematic and sustainable training interventions to enhance teachers' numeracy skills, which will contribute to enhancing the quality of numeracy learning for students at the primary school level.

The Role of Numeracy in Judgment and Decision Making: The Replication of Eleven Effects Across Various Numeracy Scales

Numeracy, representing the ability to understand and process information related to probabilities and numbers, is crucial for accurate decision making. This study evaluates the replicability of eleven effects that underscore the pivotal role of numeracy in judgment and decision making, with successful replication defined as a statistically significant effect in the same direction as reported in the original study. Furthermore, the study explores the potential impact of employing diverse objective numeracy measures on the replicability of the tested effects. Additionally, we investigated correlations with various numeric competencies beyond objective numeracy, including subjective numeracy and approximate numeracy. We ran an online study on Polish-speaking Prolific users (N = 209). Six correlational effects were successfully replicated using the same numeracy measures as the original studies (decision rules, financial knowledge, consistency in risk perception, medical risk comprehension, maximizing the expected value, and preference for suboptimal options). Another two correlational effects were replicated using subjective instead of objective numeracy measures (resistance to sunk cost and financial well-being). Findings regarding the role of numeracy as a moderator variable were mixed. Numeracy was not a statistically significant moderator of the strength of the framing effect, the attractiveness ratings of bets, and performance in the diagnostic inference task. Nevertheless, our exploratory analyses revealed that individuals with higher numeracy found the loss bet more attractive compared to the no-loss bet. Additionally, visual aids improved diagnostic inferences among participants with lower objective numeracy. This comprehensive examination provides valuable insights into the multifaceted interplay between numeracy and decision-making processes. Materials, data, and scripts are available at: https://osf.io/927bx/

Technology-enhanced practice competencies: scoping review and novel model development.

With technology routinely integrated into healthcare, it is essential that practitioners obtain skills in the numerous competencies required. Unfortunately, literature to guide use remains inconsistent and fragmented. The current scoping review identified technology-enhanced practice competencies for healthcare practitioners among peer-reviewed literature. A review of PubMed, Scopus, Web of Science, PsycInfo, Global Index Medicus, and Journal of Technology in Behavioral Science was conducted between November 2022 and March 2023. 10,583,799 articles were identified, with 109 included in the final review. Seventeen primary competencies were identified with ethics (77.1%), legality (68.8%), and data security (65.1%) among the top three. Although multiple technologies across specialties were identified, limited literature comprehensively defined technology-enhanced practice competencies to guide practitioner education. To address this gap, the Intersectional Technology Education and Competency in Healthcare (iTECH) Model was created to clarify educational targets for the use of technology in healthcare practices. Model development and finding applications are discussed.

Trikaya Parisudha-based learning management system development: Enhancing digital literacy and numeracy competencies

This development research aimed to determine the validation level of the Trikaya Parisudha-based Learning Management System tool regarding digital literacy and numeracy literacy and to ascertain the practicality level of the Learning Management System tool simultaneously towards digital literacy and numeracy literacy among Primary School Education Study Program students. This research is categorized as R&D using the 4D model. The study data were collected using questionnaires. The questionnaire for validity assessment was delivered to the content and media experts. The questionnaire to evaluate the practicality of the Learning Management System was distributed to the students and lecturers of the Primary School Education Study Program at STAHN Mpu Kuturan Singaraja. Then, the data were analyzed quantitatively. This study found that the media, materials, and language of the Trikaya Parisudha-based Learning Management System developed were deemed valid by three experts. In terms of its practicality, this study confirmed that the Trikaya Parisudha-based Learning Management System media were categorized as very practical. Integrating the Trikaya Parisudha philosophy, which is deeply rooted in local cultural values, underscores the significance of embedding cultural context into educational resources, potentially improving students’ engagement and producing a more comprehensive educational experience that aligns with students’ backgrounds.

Developing numeracy in the workplace

Internationally, adult literacy and numeracy are in general recognized as cultural techniques. However, the two competences and their development are contested among politicians and researchers. Numeracy is often subsumed under literacy and/ or described in isolation from the situational context. Adult numeracy at work is often described unproblematically as transfer from school to workplace. With reference to Bernstein’s theoretical framework, we claim that adult numeracy on the labour market is a horizontal discourse, in contrast to the vertical discourse of mathematics. This article draws on the findings from an Australian study into numeracy in the context of chemical spraying and handling, utilising a methodology based on activity theory. The main findings are that mathematically straightforward skills become transformed into workplace numeracy competence, when the complexities associated with successful task completion as well as the supportive role of mediating artefacts and the workplace community of practice are taken into account.

Practical Pedagogical Approaches: Integrating Play-based and Experiential Learning at Pre-Primary Education as per NEP 2020 and NCF-FS 2022

Early childhood education in India is undergoing significant changes, guided by the National Education Policy (NEP) 2020 and the National Curriculum Framework for the Foundational Stage (NCF-FS) 2022. This paper explores practical pedagogical approaches for pre-primary and early childhood care and education (ECCE) in India, aligning with these policy recommendations. It examines key strategies for implementing play-based learning, developing language and literacy skills, building foundational numeracy competencies, and incorporating inquiry-based and activity-based learning approaches. The study emphasizes the importance of creating stimulating learning environments featuring well-equipped indoor and outdoor play areas to facilitate meaningful play experiences. It details methods for fostering oral language development, phonological awareness, and early literacy skills through various activities and a print-rich classroom setting. Strategies for developing number sense, basic operations, spatial awareness, and other core numeracy concepts are outlined. The paper also explores approaches for integrating inquiry-based learning to nurture scientific thinking and problem-solving skills. Additionally, the paper discusses the role of diverse activities in promoting holistic development across physical, cognitive, social-emotional, language, and aesthetic domains. It highlights integrating art and experimentation in ECCE to enhance creativity and self-expression. The role of educators is analyzed, focusing on their contribution to creating stimulating learning environments and facilitating meaningful experiences for children. Challenges in implementing these approaches include infrastructure and resource constraints, teacher training needs, parental engagement, and cultural relevance. However, the evolving policy landscape also presents opportunities for transformation through increased investment, flexibility in curriculum design, and an emphasis on developmentally appropriate practices. The paper concludes with recommendations for future directions, such as strengthening ECCE infrastructure, enhancing teacher professional development, fostering community engagement, conducting further research, and developing culturally appropriate resources. By synthesizing evidence-based practices aligned with policy directives, the paper provides a comprehensive overview of effective pedagogy for fostering young children’s holistic growth and development in early childhood education in India.

What pupil size can and cannot tell about math anxiety

Math Anxiety (MA) consists of excessive fear and worry about math-related situations. It represents a major barrier to numerical competence and the pursuit of STEM careers. Yet, we currently do not dispose of many tools that can capture its multifaceted nature, e.g. moving beyond the exclusive reliance on self-reports and meta-cognition. Here we sought to probe Pupil Size (PS) as a viable tool in the study of MA by administering arithmetic problems to university students in the humanities (N = 70) with various levels of MA. We found that arithmetic competence and performance are indeed negatively associated with MA, and this is accurately tracked by PS. When performance is accounted for, MA does not further modulate PS (before, during, or after calculation). However, the latency of PS peak dilation can add a significant contribution to predicting MA scores, indicating that high MA may be accompanied by more prolonged cognitive effort. Results show that MA and mathematical competence may be too crystalized in young university students to be discernible. We therefore call for early educational interventions to tackle and mitigate this dysfunctional association early on.

DEVELOPMENT OF INSTRUMENT FOR HIGH SCHOOL STUDENTS' READING LITERACY AND NUMERATION ON THERMOCHEMICAL MATERIAL

The aim of this research is to produce a minimum competency assessment instrument (MCA) on thermochemical material that meets the test criteria that is suitable for measuring students' reading literacy and numeracy in terms of validity, reliability, level of difficulty and distinguishing power. The research design used is a development and validation design. The participants involved in this research were high school students at one of the high schools in Bandung City as respondents and validators consisting of 3 lecturers and 2 teachers in their fields. The product resulting from this research is the MCA test instrument on thermochemical material which consists of 5 reading literacy questions and 15 numeracy questions. This test instrument was declared valid based on content validity and based on empirical validity, 16 questions were valid and 4 questions were invalid. The reliability test results showed that the reliability value for the objective questions was 0.73, while the reliability value for the description questions was 0.77 and both were declared reliable. The results of the MCA instrument competency level analysis show that students' reading literacy and numeracy competencies are included in the basic category and require special intervention with a refractive index of 1.53 and 1.00.

Components of Mathematical Language and Mathematical Ability in 5-Year-Old Dual Language Learners

ABSTRACT A growing body of research suggests that children’s understanding of mathematical language is critical for their mathematical abilities. Most of this work has been restricted to single language learners (i.e., SLLs), and used dual language learners (i.e., DLLs) as an exclusion criterion, raising questions about the generalizability of these findings to DLLs. This is particularly important given the observed differences in the association between general language and mathematics for DLLs as compared to SLLs. In our study, conducted in Belgium, we therefore investigated the associations between components of mathematical language and different mathematical abilities in 75 DLLs and compared them to 75 age- and sex-matched SLLs (M age = 4 years 8 months; 33 females in each group). Unfortunately, the two groups could not be matched on socioeconomic status (i.e., SES), and SES-levels of the parents of DLLs were significantly lower than SES-levels of SLLs. We assessed children’s quantitative and spatial language, their mathematical abilities (numerical competencies, geometry, and measurement), as well as their general vocabulary and spatial skills. All children, including DLLs, were only tested in the language of instruction (i.e., Dutch) in which DLLs exhibited varying levels of proficiency. Results revealed that DLLs obtained lower scores than SLLs in quantitative and spatial language, mathematical abilities, general vocabulary, but not in spatial skills. Associations between components of mathematical language and mathematical abilities were similar across DLLs and SLLs, except for the relation between spatial language and geometry, which was weaker in DLLs.

Implementation of The 7th Batch of Teaching Campus Program in Improving Literacy and Numeracy Competencies of SMPN 1 Tuhemberua

The Kampus Mengajar program has become an important initiative to improve the quality of education in Indonesia. This study aims to determine the impact of the Kampus Mengajar Batch 7 program on the literacy and numeracy skills of 8th grade students at SMP Negeri 1 Tuhemberua, North Nias Regency. This study used an experimental method with a one-group pretest-posttest design. The 8th grade students consisted of 108 students, so the study population was all 8th grade students, while the sample was only 30 students. The researchers collected data using test techniques, then analyzed the data with descriptive statistics. The results showed that students' literacy and numeracy skills increased significantly after a series of Kampus Mengajar Batch 7 activities were carried out, where the average literacy score increased from 38.17 in the pretest to 55.83 in the posttest, and the numeracy score increased from 16.83 in the pretest to 64.17 in the posttest. This program also provides students with direct community service experience. However, collaboration between students and schools needs to be strengthened to ensure the sustainability of the program. Future research is expected to include more schools and more detailed factors to measure the success of this Teaching Campus program as a whole.

Stress sharing as cognitive glue for collective intelligences: A computational model of stress as a coordinator for morphogenesis

Individual cells have numerous competencies in physiological and metabolic spaces. However, multicellular collectives can reliably navigate anatomical morphospace towards much larger, reliable endpoints. Understanding the robustness and control properties of this process is critical for evolutionary developmental biology, bioengineering, and regenerative medicine. One mechanism that has been proposed for enabling individual cells to coordinate toward specific morphological outcomes is the sharing of stress (where stress is a physiological parameter that reflects the current amount of error in the context of a homeostatic loop). Here, we construct and analyze a multiscale agent-based model of morphogenesis in which we quantitatively examine the impact of stress sharing on the ability to reach target morphology. We found that stress sharing improves the morphogenetic efficiency of multicellular collectives; populations with stress sharing reached anatomical targets faster. Moreover, stress sharing influenced the future fate of distant cells in the multi-cellular collective, enhancing cells’ movement and their radius of influence, consistent with the hypothesis that stress sharing works to increase cohesiveness of collectives. During development, anatomical goal states could not be inferred from observation of stress states, revealing the limitations of knowledge of goals by an extern observer outside the system itself. Taken together, our analyses support an important role for stress sharing in natural and engineered systems that seek robust large-scale behaviors to emerge from the activity of their competent components.