The comparison of the various adult numeracy frameworks in this research section is based on two general elements: the language used to itemize the themes in the frameworks, and the attention to processes and/or skills related to adult learning in numeracy. These would include reasoning, problem-solv ing, self-management, decisionmaking and communication, to name just a few. (Themes or strands refer to the general headings of numeracy content within each framework. In LBS documents these themes are sometimes referred to as “component learning outcomes”.)

Table 1 is organized to show a comparison of the themes that exist in five adult numeracy frameworks. What becomes apparent in reading across the table is that although the wording of the themes changes, the underlying content is similar across all these international models.

An interesting comparison of two of these international approaches to numeracy education resulted in a workshop at the July 2000 Adults Learning Mathematics conference in Boston, Massachusetts. The workshop was entitled, “Learning Oucomes: Skill or Function?” It involved co-facilitators Dave Tout, a well-known Australian adult numeracy educator and Tom Ciancone, a veteran LBS numeracy practitioner from Toronto. Their workshop addressed two different approaches for establishing numeracy programming: skills -based outcomes (Ontario-LBS) and outcomes focusing on the social purpose and use of mathematics (Australia). Further in this research section the relationship of each of these approaches to the other international models is explored.

When looking specifically at the language used to derive the content strands or themes in the Ontario LBS model (see Table 1) it is apparent that each begins with a verb: “use”, “solve” and “manage ”. This implies that not only is content important but also the ability to do something with it. The verbs begin to indicate a link between knowledge and application but fall short of clearly stating the purpose for learning the associated content, i.e. the application. In the LBS Level Descriptions Manual (2000) produced by the Ontario Literacy Coalition, the use of effective application is emphasized, even though it is not clearly stated in the actual themes.