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Being numerate involves the ability to use mathematical knowledge meaningfully across multiple contexts allowing us to order our day, optimise our health and well-being, and function in technology rich environments. Addressing numeracy from the early years of learning, and across all areas of the education curriculum, is key to lifelong learning and quality of life. Being numerate, however, is more than mathematical knowledge; the language that underpins it heavily impacts how we become numerate. This chapter examines numeracy, or mathematical literacy, investigating how literacy can include, and exclude, students from opportunities to learn at school and beyond. This chapter will also examine how numeracy can be used to provide access to educational curricula and personalised goals for students with diverse learning needs in ways that many have ignored.

This chapter uses new data sets to analyze labor market integration between 1882 and 1936 in an area of Asia stretching from South India to Southeastern China and encompassing the three Southeast Asian countries of Burma, Malaya, and Thailand. We find that by the late nineteenth century, globalization, of which a principal feature was the mass migration of Indians and Chinese to Southeast Asia, gave rise to both an integrated Asian labor market and a period of real wage convergence. Integration did not, however, extend beyond Asia to include core industrial countries. Asian and core areas, in contrast to globally integrated commodity markets, showed divergent trends in unskilled real wages.