To be numerate is to be able to function mathematically in one's daily life. The kinds of mathematics skills and understandings necessary to function effectively in daily life are changing. Despite an awareness in Australia of new skills necessary for the information age and calls that the schools should be instrumental in preparing students with these new skills, there still seems to be resistance to changes in school mathematics. This book contains a collection of eight papers that address the question of what kind of conditions are most likely to facilitate changes in school mathematics and instruction. The papers include: (1) "Numeracy and Society: The Shifting Ground" (Sue Willis); (2) "Becoming Numerate: Developing Number Sense" (Alistair McIntosh); (3) "Becoming Numerate: Developing Conceptual Structures" (Malcolm Swan); (4) Recontextualizing Mathematics: Numeracy as Problem Solving" (Kaye Stacey); (5) "Beyond the Mathematics Classroom: Numeracy for Learning" (Anne Chapman, Marian Kemp, and Barry Kissane); (6) Beyond the Mathematics Classroom: Numeracy on the Job" (John Foyster); (7) Evaluating Assessment: Examining Alternatives" (Lynn S. Joffe); and (8) "Reforming Mathematics: Supporting Teachers to Reshape Their Practice" (Doug Clarke, Charles Lovitt, and Max Stephens). An annotated list of supplementary reading arranged by chapter; notes on the authors; and an index are provided. (MDH)