CHAPTER 41: Enhancing Numeracy in the Early Years

Willoughby (1990, p. 2) reminded us that the world is becoming more mathematical and “muddling through without the appropriate attitude and abilities in mathematics has become, and will continue to become, more difficult—for both individuals and society.” Since everyone can learn mathematics (Romberg, 1990), why is it that, “innumeracy, an inability to deal comfortably with the fundamental notions of number and chance, plagues far too many otherwise knowledgeable citizens” (Paulos, 1990, p. 3)? Why are there so many people who are willing to admit that, “I am not good and never was good at mathematics?” Why is it that even those who have done well on written tests and have mastered school survival skills may actually know less than they think they do since many lack the ability to talk about the mathematics they have learned (Davis, 1986)? The answer to these questions must lie in the way mathematics has been taught.