Numeracy on the job

Research

Learning numeracy on the job: A case study of chemical handling and spraying

by Gail FitzSimons, Susan Mlcek, Oksana Hull, Claire Wright for NCVER
"Executive summary

Learning numeracy on the job: A case study of chemical handling and spraying

The processes of preparation, application, handling, storage and transport of chemicals are key elements of a range of economically significant industries, and place high demands on workers’ literacy, and especially numeracy skills. Many of these skills are acquired during employment on the job or in associated off-the-job training.

It is important to gain an understanding of how these skills are developed and maintained in workplaces where there are significant risks to personnel, production and the environment, if these critical tasks are undertaken incorrectly. This understanding is important, not just for numeracy practitioners, but also for policy-makers who frequently view numeracy as a generic skill whose application may be easily transferred from a formal learning context to the workplace, or from one work context to another.

In fact, a substantial body of research evidence demonstrates that such skill transfer is achieved only with difficulty, and that numeracy skills are highly context-dependent. This research therefore sought to investigate actual tasks demanding numeracy skills at a range of worksites in a number of industries.

The research involved a literature review and documentary analysis in relation to legislation, training package common units and the National Reporting System. Empirical work involved 13 case studies of enterprises in New South Wales and Victoria, all of which used chemicals extensively. Industries selected included rural production, amenity horticulture, local government, outdoor recreation and warehousing.
Definitions

The international research literature distinguishes between numeracy and mathematics, yet maintains that mathematical skill underpins, but does not equate to numeracy. Steen (2001) makes a distinction, arguing that mathematics requires a distancing from context. Numeracy (‘quantitative literacy’ in his terms), on the other hand, is anchored in real data which reflect engagement with life’s diverse contexts and situations. Numeracy offers solutions to problems about real situations.

There is a growing understanding of how mathematical knowledge is used in real situations of life and work, to which the present research is a contribution. Following Bernstein (2000), it is argued that the use of common sense—of relatively little value in formal mathematics—is essential in numeracy.

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Given that learners will need to make sense of activities and ill-defined problems in unfamiliar workplace situations, problem-solving activities are recommended, using case study examples from industry workplaces. Realistic group projects with open-ended solutions and shared responsibilities need to be devised. As workplace activity shapes the process and meaning of the mathematics used, simulations can be applied off the job. In addition, viewing video material relating to specific weather and workplace conditions could also be used to provide contextualisation. Teachers could make links with enterprises for the use of part of their premises, for example, a golf course. Encouraging learners to keep a logbook, or journal about strategies they would adopt in certain situations is also an invaluable exercise and an individual ‘living’ resource. In order to develop workers’ ability to interact with computerised systems, which may hold vital information, authentic data could be obtained (with permission) and a simulation organised."