ABSTRACT
This chapter presents a transformative pedagogical model for teaching numeracy from the ‘known to unknown’, which was designed in the context of the Botswana National Literacy Programme. The model brings together humanistic, ethnomathematics and African indigenous perspectives to recommend social learning processes (e.g., use of interactive techniques like cases, reciprocal dialogue, problem-solving scenarios) to equip adult learners with practical knowledge and self-confidence to act individually and collectively in using numeracy skills to address real life challenges, thus addressing issues of decontextualised adult learning.
