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Latin American Literacy and Numeracy Studies (LALNS) are fairly unknown in other parts of the world. This book charts new directions in LALNS and explores the relationship between these studies and international perspectives. Calling upon social practice approaches, New Literacy Studies, sociolinguistics, discourse analysis and other paradigms, the contributors identify both convergent and divergent literacy and numeracy issues within the region as well as beyond the Latin American context. Literacy and Numeracy in Latin America moves the field forward

ABSTRACTThis article outlines the development of gender disparities in education for 28 Latin American and Caribbean countries for the period from 1880 to 1949, using age heaping techniques. We explore in particular the hypothesis of a U-shaped development of women's education during economic development, i.e., a decrease in gender equality at lower levels of overall education, and increasing gender equality at higher levels. For the downward sloping part, we find some evidence, although this part is relatively small. The upward sloping part is strongly confirmed. We also find that non-Hispanic Caribbean countries had substantially lower gender inequality rates than Latin American countries. A second major contribution is to document the development of average numerical abilities (of both genders) in these 28 countries.

Cover -- Half Title -- Title Page -- Dedication -- Copyright Page -- Table of Contents -- Preface to the New Edition -- Introduction -- 1 Numeracy in Seventeenth-Century England -- 2 Colonial Counting -- 3 Patterns and Providence -- 4 Republican Arithmetic -- 5 Statistics and the State -- 6 The Census of 1840 -- Conclusion -- Notes -- Index.

The National Numeracy Network grew from heightened awareness of the complex and sophisticated nature of quantitative literacy and the resulting need for interdisciplinary attention to education for quantitative literacy in schools and colleges. This complexity and sophistication applies especially to the US where it is fueled by an agile economy and the needs of a democratic society. This paper describes the environment surrounding the National Numeracy Network's establishment, some of its activities, and some complementary and synergistic actions by other professional societies. The paper concludes with a sample of quantitative literacy programs in colleges and universities

This study makes the first systematic attempt to trace the long‐term development of Latin American numeracy, a phenomenon of great interest to economic historians in that it serves as an accurate gauge of human capital development. In order to approximate basic numeracy we use age‐heaping techniques. We find that Latin America was on a path of convergence with western Europe during the early eighteenth century. During the early nineteenth century, not only did numeracy development stagnate in some Latin American countries but differences among some of them actually increased. While numeracy rates in Argentina, Uruguay, and to a lesser extent Brazil, along with Europe, underwent a significant increase in the late nineteenth century, they declined in Mexico, Ecuador, and Colombia. By performing a regression analysis, we find that, even when we control for investment in education, mass immigration contributed to human capital formation.

AbstractSince the arrival of Christopher Columbus in the so‐called New World in 1492, hundreds of thousands of Spaniards settled in Central and South America. This paper assesses the skill selectivity of Spanish migrants who went to Hispanic America during the sixteenth to eighteenth centuries for the first time. The age‐heaping method is employed to estimate numeracy levels as a proxy for human capital. With a database of 33 929 individual observations, the findings show that Spaniards who left the country to settle in the Spanish territories were positively self‐selected. Additionally, differences are observed in the human capital of those who chose to settle in Mexico, who had a higher level of numeracy, than those who chose Peru. These differences might be due to the viceroyalty structure and educational institutions that encouraged the emigration of people with greater human capital to Mexico. Finally, when the level of numeracy of Spaniards in Hispanic America is compared with the numeracy of the total population, emigrants still had higher levels of human capital.