According to this author, the solution to the "phonics versus whole language" debate over the teaching of reading is balance and a focus on the needs of all students. There is similarly a need, in developing numerate young people, to focus on the teaching and learning of mathematics and mathematics skills some of the time, and on application and tasks some of the time (not necessarily at discrete times). Clearly the balance needs to be flexible and dependent on the particular needs of any group of students at any particular time. Inappropriate balance--too much mathematics and not enough application or too much application and not enough mathematics-- will result in students who are not numerate. In this context, this author contends that all teachers of mathematics must also explicitly see themselves as teachers of numeracy. (Contains 3 figures.)
