PDM – Challenges of the 21st Century


Relation to Common European Numeracy Framework

Key issues

It’s about:

  • to connect the aspects of the CENF with frameworks on 21st century skills.
  • to understand that numeracy, literacy and digital competences are the pillars of the basis skills of the 21st century.

Suggestions for PDM meetings

PD – Activity 1
Reflection, discussion: “Which task is easier?”
To open the subjective perspective of the teachers (prior knowledge, prior beliefs, prior experiences on the theme)

PD – Activity 2

To study and discuss two or more examples of how this can be addressed in an Adult Numeracy activity.       

PD  – Activity 3
Find your own examples and describe learning paths
To design by/with teachers of one or more Adult Numeracy Activities for his/her own teaching situation, exchange results between the teachers. Discuss. Suggestions

Challenges for teaching?
To reflect on the levels addressed in this mini-module.


  • Knowledge Theory
  • Productive Failure
  • Needs of learning adults
  • Realistic Mathematics

Self study

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Often used frameworks for 21st century skills


21st century skills - Wikipedia



Csapó, B., & Funke, J. (2017). The nature of problem solving. Using research to inspire 21st century learning. OECD Publishing. https://doi.org///dx.doi.org/10.1787/9789264273955-en

Eccles, J. S. (1996). Handbook of Competence and Motivation. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of Competence and Motivation: Theory and Application (pp. 105–121). https://doi.org/10.1177/0044118X96027004004

Geiger, V., Goos, M., & Forgasz, H. (2015). A rich interpretation of numeracy for the 21st century : a survey of the state of the field. ZDM, 47(4), 531–548. https://doi.org/10.1007/s11858-015-0708-1

Hoogland, K. (2020). Adult numeracy practices in the 21st century: imperative implications for education. In D. Kaye Arkenbach, Charlotte (Ed.), Proceedings of the 26th ALM conference (pp. 1–12).

Hoogland, K., Auer, M., Díez-palomar, J., O’Meara, N., Groenestijn, M. Van, Niamh, O., Hoogland, K., Auer, M., Díez-palomar, J., Niamh, O., & Groenestijn, M. Van. (2019). Initiating a Common European Numeracy Framework. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 1–8). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://hal.archives-ouvertes.fr/hal-02409293

Hoogland, K., Díez-Palomar, J., & Vliegenthart, M. (2019). Towards a common European numeracy framework. In B. Kelly, D. Kaye, G. Griffiths, D. Dalby, & J. Stacey (Eds.), Boundaries and Bridges: Adults learning mathematics in a fractured world. Proceedings of the 25th International Conference of Adults Learning Mathematics: A Research Forum (ALM) (pp. 64–66). UCL Institute of Education.

Voogt, J., & Pareja Roblin, N. N. (2012). A comparative analysis of international frameworks for 21 st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938