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Perhaps rather than levels it becomes more an accumulation of skills.

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Levels: how do you decide? If one of the goals is to assess people skills and improve, what are the criteria you use to assess, for example, how do you assess problem solving, is it the speed of problem solving, etc.

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how do you decide? If one of the goals is to assess people skills and improve, what are the criteria you use to assess, for example, how do you assess problem solving, is it the speed of problem solving, etc.

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The 21st century numeracy model by Goos and colleagues includes the facet of tools as the ability to identify and use appropriate tools is an important aspect of a numerate individual but you have not made that aspect specific here. It seems to sit under the content knowledge and skills. In doing this, I think the importance of tools to numerate behaviour will be lost. Lorraine Gaunt. USQ, Australia

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Is there a tension between a competency framework (typically implemented with a behaviourist perspective) and a social practice view of numeracy?

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These are important, but is the intention to 'measure and what does this actually achieve? How reliably/ validy can you measure them?

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We discussed the connection (or more often, separation) between literacy and numeracy. It might be helpful to explicitly mention that the "context" and "higher order skills" are related to literacy, and it's important for math instructors to value mathematical communication (literacy) in addition to numeracy.

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Complex Problems like vaccination for the citizen  (whether to take it, or which one?)

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Complex Problems like vaccination for the citizen  (whether to take it, or which one?)

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- can motivate mathematization of the decision (e.g. risk), reasoning, critical thinking (e.g. correlation vs causation) Kahneman's (e.g. slow thinking)

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Visible and invisible thinking – working with adult learners – they have fear about numeracy but they use numeracy every day and they are not aware they are using this. Make  the language of numeracy explicit and discuss with adults terms and concepts to breakdown these affective barriers or this limits opportunities for people to learn further.

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Great to see this as part of the framework.  I think it is really important to get to know your student and not just on a diagnostic way, but to determine their needs and skills, so confidence can be built.  Also, building on their current skills can demonstrate to them that they can learn, that they bring knowledge to the learning environment and then confidence can grow and past experiences can begin to be left behind.

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Consider adding speed or an element of time. Students often feel like you have to be quick to do maths - this isn't necessarily true.

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Critical thinking skills are lacking many students - could my answer be close to correct, is the answer in the book probable? Have the confidence to examine critical answers. This links to self-confidence.
Often estimation skills are lacking - and they have no concepts of what to seem probable - or is it because they are use to maths not making sense

The whole circle is important - we got into all of them just while talking about estimation.
Self confidence - building it, so they can get into learning mode - attitute, not doing well in previous schooling.