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.
Current Issue: Volume 11, Issue 1 (2018) Winter 2018
Increasing Statistical Literacy by Exploiting Lexical Ambiguity of Technical Terms
Jennifer J. Kaplan and Neal Rogness
Quantitative Map Literacy: A Cross between Map Literacy and Quantitative Literacy
Ming Xie, H. L. Vacher, Steven Reader, and Elizabeth Walton
Using the Quantitative Literacy and Reasoning Assessment (QLRA) for Early Detection of Students in Need of Academic Support in Introductory Courses in a Quantitative Discipline: A Case Study
Nathan D. Grawe and Kristin O'Connell
Math Course for Liberal Arts Majors: A Pilot with Embedded Remediation
Eileen B. Perez, Hansun To, Mary Fowler, and Linda Larrivee
From Book Authors
- Executive Editor
- Nathan D. Grawe, Carleton College
- H. L. (Len) Vacher, University of South Florida
- Contributing Editor
- Dorothy I. Wallace, Dartmouth College
- Book Review Editor
- Michael T. Catalano, Dakota Wesleyan University