On 10 December, the results of the second cycle of the PIAAC survey (Programme for the International Assessment of Adult Competencies) were published internationally. This global study involved thirty OECD countries (with a total of 31 participating in this edition) and provides data on the levels of “numeracy” among individuals aged 16 to 65. PIAAC represents the continuation of a survey that originated in the 1990s, aiming to address a growing need already identified in international reports such as the Crowther Report (1959) and, later, the well-known Cockcroft Report (1982), Mathematics Counts. These reports illustrate the evolving concept of “numeracy,” which initially referred to fundamental mathematical skills (basic arithmetic operations) but has since expanded to encompass the ability to apply mathematical reasoning in various real-life contexts to solve problems and make informed decisions.
The findings from the second cycle of PIAAC indicate that, across OECD countries, one in four individuals performs below Level 1 in numeracy. This implies difficulties in interpreting mathematical representations such as tables and graphs and challenges in solving problems involving multiple operations. Encouragingly, the results show a slight improvement compared to the previous PIAAC cycle: eight countries demonstrated progress in the mathematical skills of respondents. However, seven countries experienced a decline, while results remained largely unchanged in twelve cases. It is important to note that the improvements observed are not statistically significant and may be attributable to sample variations. Conversely, in the cases where performance declined, it is worth highlighting that the survey—conducted among approximately 160,000 participants representing 673 million people across 31 countries—was administered individually through tablet home visits. This raises questions about the potential impact of digital literacy, as transitioning from traditional pencil-and-paper methods to tablet-based assessments may influence performance, particularly in adult education, where mental arithmetic remains a crucial skill.
In any case, numeracy plays a vital role in everyday life. Promoting mathematics as a lifelong learning opportunity—not merely for specific practical applications but for its broader impact on social participation, autonomy, and personal empowerment—remains highly beneficial. Research (Gonçalves Gaia, et al., 2024; FitzSimons, Coben & O’Donhogue, 2003; Schlöglmann, 2012) indicates that higher levels of mathematical education correlate with improved quality of life, enhanced employment prospects, and other positive life outcomes. This claim is consistent with the data from the second cycle of PIAAC: people with better numeracy proficiency levels report better health, feel more able to influence political processes, and are much more active in the labour market. Consequently, investing in education and lifelong learning, particularly in numeracy, is always a worthwhile endeavour, both for individuals and for institutions.
Member of the Numeracy Expert Group of PIAAC (OECD and ETS)