# Table 1.2

Numeracy — Description of proficiency levels

Level |
Score range | Percentage of the population aged 16 to 65 | Characteristics of numeracy tasks |
---|---|---|---|

5 | 376-500 | 1% of populations across OECD and 1% in Canada can successfully perform tasks at Level 5 | Tasks at this level require the respondent to understand complex representations and abstract and formal mathematical and statistical ideas, possibly embedded in complex texts. Respondents may have to integrate multiple types of mathematical information where considerable translation or interpretation is required; draw inferences; develop or work with mathematical arguments or models; and justify, evaluate and critically reflect upon solutions or choices. |

4 | 326-375 | 13% of populations across OECD and 13% in Canada can successfully perform tasks at least at Level 4 Adults scoring at Level 4: 12% OECD 11% Canada |
Tasks at this level require the respondent to understand a broad range of mathematical information that may be complex, abstract or embedded in unfamiliar contexts. These tasks involve undertaking multiple steps and choosing relevant problem-solving strategies and processes. Tasks tend to require analysis and more complex reasoning about quantities and data; statistics and chance; spatial relationships; and change, proportions and formulas. Tasks in this level may also require understanding arguments or communicating well-reasoned explanations for answers or choices. |

3 | 276-325 | 48% of populations across OECD and 45% in Canada can successfully perform tasks at least at Level 3 Adults scoring at Level 3: 35% OECD 33% Canada |
Tasks at this level require the respondent to understand mathematical information that may be less explicit, embedded in contexts that are not always familiar and represented in more complex ways. Tasks require several steps and may involve the choice of problem-solving strategies and relevant processes. Tasks tend to require the application of number sense and spatial sense; recognizing and working with mathematical relationships, patterns, and proportions expressed in verbal or numerical form; and interpretation and basic analysis of data and statistics in texts, tables and graphs. |

2 | 226-275 | 81% of populations across OECD and 77% in Canada can successfully perform tasks at least at Level 2 Adults scoring at Level 2: 33% OECD 32% Canada |
Tasks in this level require the respondent to identify and act on mathematical information and ideas embedded in a range of common contexts where the mathematical content is fairly explicit or visual with relatively few distractors. Tasks tend to require the application of two or more steps or processes involving calculation with whole numbers and common decimals, percents and fractions; simple measurement and spatial representation; estimation; and interpretation of relatively simple data and statistics in texts, tables and graphs. |

1 | 176-225 | 95% of populations across OECD and 94% in Canada can successfully perform tasks at least at Level 1 Adults scoring at Level 1: 14% OECD 17% Canada |
Tasks at this level require the respondent to carry out basic mathematical processes in common, concrete contexts where the mathematical content is explicit with little text and minimal distractors. Tasks usually require simple one-step or simple processes involving counting; sorting; performing basic arithmetic operations; understanding simple percents such as 50%; or locating, identifying and using elements of simple or common graphical or spatial representations. |

Below 1 | 0-175 | Adults scoring at below Level 1: 5% OECD 6% Canada |
Tasks at this level require the respondents to carry out simple processes such as counting, sorting, performing basic arithmetic operations with whole numbers or money, or recognizing common spatial representations in concrete, familiar contexts where the mathematical content is explicit with little or no text or distractors. |

Note: The percentages do not add up due to rounding.Source: The Programme for the International Assessment of Adult Competencies, 2012. |