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This chapter presents the framework for conceptualising and assessing adult numeracy and developing a reporting scale for the direct assessment of numeracy as part of the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC Cycle 2). Numeracy as described here refers to adults’ skills in accessing, using and reasoning critically with mathematical content, information and ideas represented in multiple ways in order to engage in and manage the mathematical demands of a range of situations in adult life. The framework describes the conceptual and theoretical foundations behind the adult numeracy construct and the principles applied for assessing numeracy in PIAAC and the distribution of the numeracy assessment items by a range of task characteristics.

[English] This paper is an annotated translation from English into French of an article by Geiger and Straesser (2015): The challenge of publication of English non dominant-language authors in mathematics education. This article was first published in For the Learning of Mathematics, 35(3), 35-41. The translation required annotations in French to make the article more relevant to the French context and tradition in mathematics education (didactics). The translation and annotations were completed by Claire Margolinas, complemented with additional remarks by the authors, that are specific to the requirements of Recherches en Didactique des Mathématiques. The footnotes are translations of the footnotes of the English original text. [French] Este artículo es una adaptación al francés de la publicación de Geiger & Straesser (2015): The challenge of publication of english non dominant-language authors in mathematics education, en For the Learning of Mathematics, 35(3), 35-41 (escrito en inglés originalmente). La adaptación del texto al francés implicó incluir algunas partes adicionales para hacer que el artículo sea comprensible. Éstas fueron realizadas por Claire Margolinas y complementadas por algunas reflexiones de los autores que son específicas para el contexto de Recherches en Didactique des Mathématiques. Las notas a pie de página son las notas a pie de pagina de la edición original del artículo.