As quantitative data become increasingly prevalent in many societies, the concept of numeracy seems to be evolving. Also known as ‘quantitative literacy’, numeracy
encompasses a range of skills from basic arithmetic and logical reasoning to advanced mathematics and interpretative communication skills (Steen, 1999). Numeracy differs from mathematics; while mathematical skills support numeracy, the latter represents the ability to use a range of skills in a variety of contexts. Because mastery of many curricular areas requires numeracy — from geography and social studies to science and vocational training— many mathematics educators advocate teaching numeracy skills in an integrated way rather than as an isolated subject in a mathematics course (House & Coxford, 1995). Numeracy skills not only give people more control in their daily lives through, for example, more informed management of household or small enterprises, but also allow for more effective participation in communities and nations, since understanding many collective issues requires an ability to make sense of financial and other quantitative information.