Numeracy is the ability to reason and to apply simple numerical concepts. Basic numeracy skills consist of comprehending fundamental arithmetics like addition, subtraction, multiplication, and division. For example, if one can understand simple mathematical equations such as 2 + 2 = 4, then one would be considered possessing at least basic numeric knowledge. Substantial aspects of numeracy also include number sense, operation sense, computation, measurement, geometry, probability and statistics. A numerically literate person can manage and respond to the mathematical demands of life.
man made demands..
By contrast, innumeracy (the lack of numeracy) can have a negative impact. Numeracy has an influence on career decisions, and risk perception towards health decisions. For example, innumeracy distorts risk perception towards health decisions and may negatively affect economic choices.
rather.. may cause bad health.. like econ choices already do..
we need to let go of money (any form of measuring/accounting)
“Greater numeracy has been associated with reduced susceptibility to framing effects, less influence of nonnumerical information such as mood states, and greater sensitivity to different levels of numerical risk”
The first couple of years of childhood are considered to be a vital part of life for the development of numeracy and literacy. There are many components that play key roles in the development of numeracy at a young age, such as Socioeconomic Status (SES), parenting, Home Learning Environment (HLE), and age.
and ability to brainwash
maté parenting law: there’s a confluence with the needs of the econ and the way we parent kids.. the more disconnected kids are .. the more they can fit into the econ – Gabor Maté
Children who are brought up in families with high SES tend to be more engaged in developmentally enhancing activities. These children are more likely to develop the necessary abilities to learn and to become more motivated to learn.
gray bio design law: children come into the world biologically designed to educate themselves – Peter Gray
More specifically, a mother’s education level is considered to have an effect on the child’s ability to achieve in numeracy. That is, mothers with a high level of education will tend to have children who succeed more in numeracy
aka: better at being whales in sea world et al
There seems to be a relationship between literacy and numeracy, which can be seen in young children.
indeed.. ie: language as control/enclosure.. begs we let go and go with ie: /idio-jargon et al
literacy and numeracy both elements of colonialism
..There is some evidence that humans may have an inborn sense of number.
we have an inborn sense.. the critical issue is to not scramble/compromise/cancerize that with ie: supposed to’s.. of school/work et al
Numeracy has a huge impact on employment.
of course.. part of the bondage.. let go.. of earning a living ness et al
The term innumeracy is a neologism, coined by analogy with illiteracy. Innumeracy refers to a lack of ability to reason with numbers. The term was coined by cognitive scientist Douglas Hofstadter; however, it was popularized in 1989 by mathematician John Allen Paulos in his book Innumeracy: Mathematical Illiteracy and its Consequences.
i used to love that book.. till i realized both literacy and numeracy were killing us – of math and men and measuring things.. et al
adding page this day (via tweet from david:
David Wengrow (@davidwengrow) tweeted at 4:58 PM on Tue, Feb 04, 2020:
Has anyone worked on the rejection of numeracy as a conscious strategy of avoidance (e.g. of social rank, or wealth-based inequalities?)
I guess Amazonia would be one place to start, with groups like the Yąnomamö who prefer not to go beyond 2 . .
i believe i have (last 10 ish yrs experimentation – what we did.. short findings restate).. but probably not in the sense you’re looking for.. (probably not academic enough.. meaning no paper on it.. which is kind of the point of what i found)
.., just starting this line of thought . .
Original Tweet: https://twitter.com/davidwengrow/status/1224849712240644098
links to article: When 1+1≠ : Making Mathematics in Central Brazil by Mariana Kawall Leal Ferreira [https://faculty.sfsu.edu/~marianaf/]
Mariana K. Leal Ferreira (Ph.D. UC Berkeley–UC San Francisco, joint degree in 1996) is a medical anthropologist from Brazil using Critical Theory, including Theater and Pedagogy of the Oppressed, to protect the human rights of Indigenous Peoples and other minorities in North and South America. Her most recent books include Mapping Time, Space and the Body. Indigenous Knowledge and Mathematical Thinking in Brazil (Sense Publishers 2015, see www.sensepublishers.com/catalogs/bookseries/new-directions-in-mathematic…), and Acting for Indigenous Rights. Theatre to Change the World (UMN 2013, see www.indig.umn.edu). Dr. Ferreira is currently Professor of Medical Anthropology and Associate Director of the School of Humanities and Liberal Studies at San Francisco State University, California, in the United States of America
that reach far beyond the sole exchange of property
right.. into the soul of the human being.. worse cancer..
marsh exchange law: all trade must benefit those powerful enough to reciprocate – Heather Marsh
bateson measuring as managing law
In this ethnographic account of mathematical activity among the Juruna, Kayabi, and Suyá of central Brazil, I show how arithmetic practices are fashioned in a specific social setting. Values and symbolic properties of both the *gift exchange and capitalist economics structure arithmetic dilemmas in the Xingu Indian Park. Within a broad social field that transcends the boundaries of the park to include prospecting sites and cattle ranches, **economic calculations are extended to all kinds of goods, both material and symbolic. The distribution and circulation of these different forms of capital are discussed in view of the constitution of particular arenas of exchange. Practice theories highlight the ways in which mathematical knowledge is constituted in everyday activities, challenging functional assumptions about cognition and schooling. By articulating principles of the gift with those of capitalist exchange, mathematics is construed by the Juruna, Kayabi, and Suyá as a product of social work and symbolic fashioning. [mathematics, gift exchange, practice theories, cognition and schooling, Kayabi, Juruna, Suyá, Xingu Indian Park]
*gift ness.. tit for tat ness..
**literacy and numeracy both elements of colonialism.. we need to calculate differently and stop measuring things
like saying f (num) and b (lit) the same