Numeracy (ISSN 1936-4660) is the open-access, peer-reviewed, electronic journal of the National Numeracy Network (NNN). Numeracy supports education at all levels that integrates quantitative skills across disciplines. This journal is supported by the University of South Florida Libraries.
The graphic above is “Wave of Numbers” by Beth Fratesi, c2007, inspired by “a world awash in numbers,” Mathematics and Democracy: The Case for Quantitative Literacy (NCED, 2001).
In 2015, Numeracy was awarded the DOAJ Seal for its high degree of openness and for adhering to best practices and high publishing standards.
Numeracy is indexed by the Scopus Journal Metrics. Scopus is the largest abstract and citation database of peer-reviewed literature. Their CiteScore is an open-access tool for documenting the scholarly impact of journals and their publications.
NEW ISSUE IN PROGRESS: Volume 20, issue 1 (2027)
Current Issue: Volume 19, Issue 2 (2026)
Articles
Correlation Analysis of Factors Associated with Students’ Numeracy Skills Using Decision Tree Algorithms
Yenita Roza, Arisman Adnan, Zul Indra, and Tuti Alawiyah
Numerals and Other Means of Expressing Plurality in Language and Thought: A Developmental Perspective Across Cultures.
Giovanni Giuseppe G.G. Nicosia Prof.
Analysing Numeracy Demands in Alberta Curriculum: A Focus on High School Mathematics
Asia Majeed and Kwesi Yaro
Mathematics Anxiety: Understanding Its Concept, Impact on Secondary Students’ Academic Performance and Career Prospects, and Effective Intervention Strategies
Sabiruddin Molla, Safwana Rashid, and Saba Sultana
Numeracy-Based Civic Education Model: Needs Analysis through an Explanatory Sequential Design
Sulkipani Sulkipani, Kokom Komalasari, Sapriya Sapriya, Susan Fitriasari, and Vina Amilia Suganda Makenun
Perspective
Improving Quantitative Support Across an Institution Using an Ecosystem Framework
Laura Muller and Melissa Eblen-Zayas
Column
Considering What Counting: Measuring Lives Saved and Other Things That Don’t Happen
Joel Best and Keith R. Johnson
- Executive Editor
- Nathan D. Grawe, Carleton College
- Senior Editors
- Gizem Karaali, Pomona College
- Bernard L. Madison, University of Arkansas
- Contributing Editor
- Joel Best, University of Delaware
- Book Review Editor
- Michael T. Catalano, Dakota Wesleyan University
