Numeracy and Employment [Research summary]

Does numeracy matter more? (2005) & New light on literacy and numeracy (2006)

Image: Pexels: Ivan Babydov

The following article is divided into four chapters, which are:
1. In a Nutshell
2. Results in detail
3. Participants and data
4. Sasu’s reflection

1. In a Nutshell

This substack-article is a summary of four academic papers published by National Research and Development Centre for adult literacy, language and numeracy. (NRDC). The articles are:

• Does numeracy matter more (2005)

• New light on literacy and numeracy - Full research report (2006 a)

• New light on literacy and numeracy - Summary report (2006 b)

• NRDC Annual report: Five years on research, development and changing practice (2007)

The research questions: What kind of longitudinal effects numeracy and literacy skills in general, can create in someone’s life? How does dyslexia relate to poor numeracy or to poor literacy?

Results:

Low numeracy has a stronger impact on persons economic well being, than challenges with literacy skills. The negative effect grows stronger from age 27 onwards.

The highest concentration of dyslexia risk was among women at the lowest numeracy skill group. In some ways even more striking were the substantial minorities of people with dyslexic characteristics, among the groups of people who had good and excellent skills in literacy and numeracy.

Many adults showing symptoms associated with dyslexia are able to overcome their difficulties and gain the skills they need for high achievement.

2. Results in detail

How numeracy affects life course?

“The evidence is clear. Numeracy is central to the economic and social well-being of adults.” (NRDC Annual Report 2007, 10).

“Through early adulthood there was little separation between the four groups (Groups: see the table below), but from age 27 onwards those with poor numeracy and poor or competent literacy again had the lowest employment rates.” (Parsons & Bynner 2005, 18).

Table 3. BCS70 cohort members by combined grasp of numeracy and literacy. (Parsons & Bynner 2005, 13)

“Overall, poor numeracy, rather than poor literacy, was associated with low economic well-being at the age of 30.” (Parsons & Bynner 2005, 6).

How is dyslexia related to the basic skills (basic skills referring to both literacy and numeracy)

“The research identified a massive concentration of dyslexia risk at the skill groups of lowest numeracy.” (Parsons & Bynner 2006 a, 104)

“By far the highest concentration of dyslexia risk was among women at the lowest numeracy skill group. In some ways even more striking were the substantial minorities of people with dyslexic characteristics, among the groups of people who had good and excellent skills in literacy and numeracy.” (Parsons & Bynner 2006 a, 104)

“Many adults showing symptoms associated with dyslexia were apparently able to overcome their difficulties and gain the skills they need for high achievement.” (Parsons & Bynner 2006 a, 105-105)

“The study revealed a degree of independence of dyslexia from poor literacy and numeracy skills.” (Parsons & Bynner 2006 b, 31)

3. Participants and data

• The background statistics for NRDC-studies consisted of a large, national life-course data set, containing statistics on 34 thousand people in the UK.

• The participants of these studies were followed closely from childhood to adulthood.

• In addition to cognitive tests and a range of practical and written tasks, data was also collected through interviews with parents, teachers and the health professionals.

• Statistics were also collected on their academic achievement, socio-economic performance, work experiences and a range of mental health indicators.

NRDC was established by the UK government in 2002 as part of Skills for Life strategy. Skills for life aimed to improve the literacy, numeracy and language skills of adults in England. It has published an extensive amount of research on numeracy and literacy. Their publication archive free to access and explore for researchers and public world wide.

4. Sasu’s reflection

Thoughts on accuracy

This study didn’t specifically concentrate on dyscalculia, or dyslexia, but on the more general concepts of numeracy and literacy. The dyslexic characteristics were screened, so we have some data of where the dyslexics most probably would locate on the “map” of the basic skills. Similar information on dyscalculia, is not available in this study.

This has been a common occurrence in the study of learning difficulties for many years. Only the recent study have started to specify dyscalculia. In many ways the studies produced by NRDC have led the way for this discovery. They have brought up that the effects numeracy has on the lifecourse are in many ways more extensive than we have understood.

Thoughts on applicability of this study to the Finnish environment

There are many differences between Finland in the 2020s and the UK in the early 2000s in terms of learning frameworks, cultural contexts and social conditions. In my opinion the most valuable asset of the studies produced by the NRDC, in terms of learning disabilities, is the descriptive statistical information it offers.

The statistic core has a lot of statistical power. When the sample size is as large as 34 000 individuals, certain phenomena, causes and consequences are repeated to such an extent that the data is relevant despite cultural differences or temporal context.

The cross-cultural applicability is also supported by the fact that the studies produced by the NRDC are also referred to, in Finnish studies and research articles, for example:

• Aro, Tuija; Koponen, Tuire; Määttä, Sira; Rämö, Tuija (2024) Lapsuudessa todettu matematiikan oppimisvaikeus ja arjen matematiikan vaikeudet aikuisuudessa. Oppimisen ja oppimisvaikeuksien erityislehti, Vol 34, No 2. Tekijänoikeus: Niilo Mäki -säätiö.

• Räsänen, Pekka (2012) Laskemiskyvyn häiriö eli dyskalkulia. Lääketieteellinen Aikakauskirja Duodecim 2012;128(11):1168-77. https://www.duodecimlehti.fi/duo10309 (haettu 23.1.2025)

• Mentula, Tuula (2017) Kun numerot eivät sano mitään – dyskalkuliasta kärsivä ei saa aina oikeaa apua. https://yle.fi/a/3-9587770

Peer reflection

There is a lot of academic research about the longitudinal effects of dyscalculia and mathematical difficulties. Still the public awareness on these topics is low.

General assumption is, that because dyscalculia is “less known”, it’s effects would also be “less notable”. In the light of academic research, this is not the case. Dyscalculia has significant and prominent effects on persons lifecourse.

How do you feel reading about this study? Did you already know about the lifecourse effects of dyscalculia, or is this information new to you?

If you have dyscalculia and you want to read further “peer reflection” on the topic, I invite you to continue to this article. You are welcome to read the article also if you don’t have dyscalculia.

xxxSasu