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.
Current Issue: Volume 19, Issue 1 (2026)
Editorial
Teaching Numeracy for Social Justice: Educational Equity
Esther Isabelle Wilder, Crystal C. Rodriguez, Caterina Shost, Eduardo Vianna, and Frank Wang
Theme Collection: Educational Equity
The Roles of Mathematics in Teaching for Social Justice: A Framework for the College Classroom
Vivian Lim and Daniel Libertz
Toward Fairer and More Equitable Numeracy Measurement: Improvements to the Quantitative Reasoning for College Science Assessment
Vonna L. Hemmler, Isaac Rosenthal, Kate Follette, Catherine Sarosi, Erin Galyen, Sanlyn Buxner, Jackson Carter, Samantha Maynard, and Sarah Bunnell
A Comparison of First- and Continuing-Generation Students Completing a Project-Based Introductory Statistics Course
Susan A. Dumais, Naomi J. Spence, and Lisa Dierker
Quantitative Reasoning in Calculus III: Advancing Student Engagement, Confidence, and Aspirations at an HSI
Tanvir Prince
A Study of the Impacts of Infusing Data Analysis and Research in an Interdisciplinary Environmental Economics Course
Sean P. MacDonald
Articles
QuaRCS Light: Validation of an Abbreviated Assessment of Undergraduate Numeracy and Mathematics Affect
Isaac S. Rosenthal, Kate Follette, Vonna L. Hemmler, Catherine Sarosi, Sanlyn Buxner, Erin Galyen, Margaret Shea, Soon-Young Shimizu, and Brendan Seto
Unskilled but Aware of It: Understanding Self-Assessment by Estimating Guessing from Cognitive-Metacognitive Paired Measures
Edward Nuhfer and Steven Fleisher
Does the National Benchmark Quantitative Literacy Test Predict Performance in STEM Programmes in Commerce, Engineering and Science?
Robert N. Prince
Evaluating Student Proficiency in Quantitative Reasoning
Gabriel Chavez, Jennifer Clinkenbeard, Tolga Tezcan, Celine Pinet, Jennifer Duggan, George Beckham, Sumadhur Shakya, and Christina Zhang
Column
Considering What Counts: Are Urban Homicide Rates Rising or Falling?
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
- Theme Collection Editors
- Crystal C. Rodriguez, Bronx Community College of the City University of New York
- Caterina Shost, The Research Foundation (RF) of the City University of New York (CUNY)
- Eduardo Vianna, LaGuardia Community College and the Graduate Center of the City University of New York (CUNY)
- Frank Wang, LaGuardia Community College of the City University of New York (CUNY)
- Esther Isabelle Wilder, Lehman College and the Graduate Center of the City University of New York (CUNY)
- Contributing Editor
- Joel Best, University of Delaware
- Book Review Editor
- Michael T. Catalano, Dakota Wesleyan University
