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 has been accepted for inclusion in Scopus by the Content Selection & Advisory Board (CSAB) and will soon be 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. Non-tenured Numeracy authors who find it useful for their evaluation files can request a copy of Scopus's letter of acceptance from executive editor Nathan Grawe.
NEW ISSUE IN PROGRESS: Volume 13, issue 2 (2020)
Current Issue: Volume 13, Issue 1 (2020)
Know Your Rights as an Author in Open Access Publications
LeEtta M. Schmidt, Jason Boczar, and Carol Ann Davis
Effects of Quantitative Literacy on Healthcare Decision-Making: An Aural Context
Robert G. Root and Sonia Bhala
Planting Seeds of Numeracy: Supporting Quantitative Literacy in Young Children
Jennifer Ward and Victoria J. Damjanovic
From Book Authors
Introducing The Art of Statistics: How to Learn from Data
Dubious Data and Difficult Conversations: Review of No BS (Bad Stats): Black People Need People Who Believe in Black People Enough Not to Believe Every Bad Thing They Hear about Black People, by Ivory A. Toldson.
- Executive Editor
- Nathan D. Grawe, Carleton College
- Senior Editors
- H. L. (Len) Vacher, University of South Florida
- Gizem Karaali, Pomona College
- Bernard L. Madison, University of Arkansas
- Contributing Editor
- Dorothy I. Wallace, Dartmouth College
- Book Review Editor
- Michael T. Catalano, Dakota Wesleyan University