In the past decade, the numeracy component in adult basic education has gained scholarly attention. The issue has been addressed by large-scale assessments of adults’ skills and intergovernmental policy agendas, but also by qualitative research into numeracy from the perspective of social practice theory. However, some aspects of numeracy are still under-researched. This article argues that adults with learning difficulties (also referred to by some as intellectual disabilities) and their numeracy-related abilities are still hidden in the blind spot of large-scale testing regimes. To address this underrepresentation, the authors present an overview of the key paradigms of a global testing culture, outline their two areas of interest, disability and numeracy, and identify the blind spots of large-scale international surveys. They consider ways of extending the range of methodological approaches to investigating (literacy and) numeracy, and opt for a participatory research approach, for which they identify five guiding principles. They showcase and reflect on these guiding principles by presenting selected data from a small-scale qualitative study on numeracy practices of adults with learning difficulties. Their aim is to demonstrate the benefits and limitations of using participatory research approaches in the context of investigating numeracy among all members of a country’s adult population.

中文翻译：

---

测试制度盲点中的能力：引出成人基础教育算术参与式研究方法的好处和局限性

在过去的十年中，成人基础教育中的算术部分得到了学术界的关注。这个问题已经通过对成年人技能和政府间政策议程的大规模评估以及从社会实践理论的角度对算术进行的定性研究来解决。然而，数学的某些方面仍然没有得到充分研究。本文认为，有学习困难的成年人（也被一些人称为智障）及其与算术相关的能力仍然隐藏在大规模测试制度的盲点中。为了解决这种代表性不足的问题，作者概述了全球测试文化的关键范式，概述了他们感兴趣的两个领域，残疾和算术，并确定了大规模国际调查的盲点。他们考虑扩大调查（识字和）算术的方法论范围的方法，并选择参与式研究方法，为此他们确定了五个指导原则。他们展示并反思了这些指导原则，他们展示了从一项关于有学习困难的成年人的算术实践的小规模定性研究中选出的数据。他们的目的是证明在调查一个国家所有成年人口的算术情况下使用参与式研究方法的好处和局限性。他们展示并反思了这些指导原则，他们展示了从一项关于有学习困难的成年人的算术实践的小规模定性研究中选出的数据。他们的目的是证明在调查一个国家所有成年人口的算术情况下使用参与式研究方法的好处和局限性。他们展示并反思了这些指导原则，他们展示了从一项关于有学习困难的成年人的算术实践的小规模定性研究中选出的数据。他们的目的是证明在调查一个国家所有成年人口的算术情况下使用参与式研究方法的好处和局限性。