%0 Journal Article
	%A S. Rathilal
	%D 2015
	%J International Journal of Educational and Pedagogical Sciences
	%B World Academy of Science, Engineering and Technology
	%I Open Science Index 98, 2015
	%T There is Nothing “BASIC” about Numeracy in Higher Education - A Case Study from an Accounting Programme
	%U https://publications.waset.org/pdf/10000577
	%V 98
	%X Numeracy, like Literacy is considered to be a core
value of modern societies. Most higher education institutions in
South Africa include being numerate as an important graduate
attribute. It is argued that a suitability numerate society contributes to
social justice, empowerment, financial and environmental
sustainability and a lack of numeracy practices can contribute to
disempowerment.
Numeracy is commonly misconstrued as a basic and simple
practice, similar in nature to basic arithmetic. This study highlights
the complexities of higher education numeracy practices by analyzing
a programme in a higher education institution in South Africa using
the New Literacies Studies perspective.

	%P 538 - 544