Keywords
numeracy, social theory, quantitative literacy, situated numeracy, social practices, literacy, numeracy practices, quantification, mathematics education
Abstract
We share our experiences comprehending social theory as it applies to numeracy scholarship. We build on existing arguments that social theory—explicitly acknowledging the presence and influence of histories, power, and purposes—offers something important to scholars who study and discuss numeracy. In this article, we translate the six propositions of one particular social theory of literacy into propositions about numeracy, then we explore the meaning of each proposition, its connections to existing scholarship, and its implications. This article emerges from two literature reviews: one on social theories (especially their application to and development in literacy) and one on numeracy. We bring these two reviews together through the decisions and connections we make during this translation. We hope this account of our experiences can help other numeracy scholars as they approach, adapt, and apply theory.
DOI
https://doi.org/10.5038/1936-4660.11.2.2
Recommended Citation
Craig, Jeffrey, and Lynette Guzmán. "Six Propositions of a Social Theory of Numeracy: Interpreting an Influential Theory of Literacy." Numeracy 11, Iss. 2 (2018): Article 2. DOI: https://doi.org/10.5038/1936-4660.11.2.2
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Included in
Curriculum and Social Inquiry Commons, Science and Mathematics Education Commons, Social and Philosophical Foundations of Education Commons
