Intended for numeracy tutors, teachers, and trainees, this handbook provides guidance about teaching numeracy. Chapter 1 examines the extent of the numeracy problem in Great Britain, the kind of experiences that students may encounter in grappling with numerical concepts, and the range of ways in which numeracy is taught. Chapter 2 includes four profiles of students from diverse backgrounds and with different mathematical backgrounds and needs. The case studies are used in later chapters to illustrate various teaching techniques, styles, and approaches. Chapter 3 looks at the following: methods used to assess students; what it is that teachers try to assess and how the assessment can aid the process of negotiating a learning program; the importance of keeping individual records and planning lessons; and how tutors can evaluate their own teaching. Chapter 4 considers how students' progress can be assessed, both in terms of accreditation and less tangible criteria; it stresses the importance of regular progress reviews and discusses types of accreditation available. Chapter 5 explores the kinds of topics and skills that could be used with students at different levels and suggests a possible order to cover topics. Chapter 6 discusses considerations in developing and selecting numeracy materials, adaptation of existing materials, and use of other media. Chapter 7 lists Adult Literacy and Basic Skills Unit materials available for work with adults. An index is provided. (YLB)