Although adult numeracy or basic mathematics classes have existed throughout Australia since at least the 1970s, they did not receive prominence in provision or policy until the endorsement of the Australian Language and Literacy Policy in 1991. The following are still lacking, however: expectation that adult numeracy teachers will have formal specific qualifications; systematic exploration of the nature of numeracy and development or nationally agreed-upon definitions; clear policy statements about the significance of numeracy in Australian society and strategies to address perceived needs for training and development; data on the extent of the need for national-level provision in adult literacy; and funding for designated research projects in adult numeracy. Further research is also needed on the following topics: nature of adult numeracy; role of language in numeracy and mathematics; role of mathematics in language; needs of specific groups in numeracy education; adult numeracy practices and needs; critical numeracy; adult learning and numeracy; effective instruction, assessment, and reporting in adult numeracy; and policy initiatives and provision effects in adult numeracy provision. Research initiatives in policy, provision, and pedagogy should be initiated immediately. (Contains 19 references.) (MN)