Keywords
numeracy, quantitative reasoning, primary education, secondary education
Abstract
The OECD recently released results from the 2022 administration of the Programme for International Student Assessment test. As other studies suggest, pandemic mitigation policies resulted in deep learning loss including in basic mathematics which forms the foundation of numeracy. Perhaps of greater concern, however, in many countries pandemic effects amplify declining performance that dates back a decade or more. Losses of two or more years' worth of mathematics education are not uncommon among developed countries. The editorial makes an urgent call for research that identifies practical steps to reverse these trends.
DOI
https://doi.org/10.5038/1936-4660.17.1.1460
Recommended Citation
Grawe, Nathan D.. "The International Crisis in Numeracy Education." Numeracy 17, Iss. 1 (2024): Article 6. DOI: https://doi.org/10.5038/1936-4660.17.1.1460
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Included in
Elementary Education Commons, International and Comparative Education Commons, Mathematics Commons, Scholarship of Teaching and Learning Commons, Secondary Education Commons
