Adult learners need to learn to measure and interpret space in order to solve particular kinds of problems for their individual purposes. Their tutors have to be able to analyse the problems their learners need to solve, and identify the demands and supports they present to learners.
This section provides a guide to mapping (analysing) the kinds of problems adult learners need to be able to solve in relation to the learning progressions.
Mapping problems against the progressions
To determine the challenges of problems learners are expected to solve, you need to compare typical examples of these problems with the Measure and Interpret Shape and Space progressions and make decisions about where each problem fits with the relevant progressions. By comparing this information with what you know about the learnersâ€™ knowledge and strategies skills, you will be able to determine the priorities for teaching and learning.
General process for all numeracy strands:
 Identify the strand or strands involved.
 Identify the progression or progressions involved.
 Identify the appropriate step in each applicable progression.
Example of a mapped problem
Office workplace requirements
(from Department of Labour  Health and Safety)
For most office work today, space requirements are listed in terms of the average floor area per occupant. A value of 9 square metres is regarded as a minimum for an office worker who does not use a computer.
Mapping process
Problem

Solution

Progression(s) and step(s)

What unit is best for measuring the width of a room?
What unit is best for measuring the area of a room?

Metres for the width
Square metres for the area
 Measurement, 4th step

How many people without computers could fit into a rectangular office with wall lengths of 12 metres and 16 metres?

Area is 192 square metres
192 divided by 9 is 21.3
Estimate = a maximum of 21 people

Measurement, 5th step Multiplicative Strategies 4th or 5th step (depending on approach used)
