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 10, Issue 1 (2017)
A Madison-Numeracy Citation Index (2008-2015): Implementing a Vision for a Quantitatively Literate World
Nathan D. Grawe and H. L. Vacher
Providing Open-Access Know How for Directors of Quantitative and Mathematics Support Centers
Michael Schuckers, Mary B. O'Neill, and Grace Coulombe
Fostering Scientific and Numerate Practices in Journalism to Support Rapid Public Learning
Louise Yarnall and Michael Andrew Ranney
How Random Noise and a Graphical Convention Subverted Behavioral Scientists' Explanations of Self-Assessment Data: Numeracy Underlies Better Alternatives
Edward Nuhfer, Steven Fleisher, Christopher Cogan, Karl Wirth, and Eric Gaze
The Quantitative Reasoning for College Science (QuaRCS) Assessment 2: Demographic, Academic and Attitudinal Variables as Predictors of Quantitative Ability
Katherine Follette, Sanlyn Buxner, Erin Dokter, Donald McCarthy, Beau Vezino, Laci Brock, and Edward Prather
A Twenty-Year Look at “Computational Geology,” an Evolving, In-Discipline Course in Quantitative Literacy at the University of South Florida
Victor J. Ricchezza and H. L. Vacher
Parts of the Whole: Error Estimation for Science Students
- H. L. (Len) Vacher, University of South Florida
- Dorothy I. Wallace, Dartmouth College
- Nathan D. Grawe, Carleton College
- Book Review Editor
- Michael T. Catalano, Dakota Wesleyan University