This report discusses the place of numeracy in adult education, examines conceptions of what numeracy and numeracy provision might include, and explores links between literacy and numeracy provision. Section A takes a critical look at how much attention is being paid to mathematics education in adult education/adult literacy programs and addresses issues related to the place of numeracy in adult literacy education. Section B discusses numeracy from the perspectives of employers, mathematics and science educators, and assessment programs. It suggests that, although employers have focused mostly on practical or job-specific numeracy skills, educators associated with the mathematical sciences have paid more attention to the importance of numeracy in civic and social concerns. The discussion suggests that official statistics on literacy levels or gains may be based on assessments having very different characteristics and somewhat different views of which numerical skills are important. Section C discusses the notion of adult numeracy and explores some links between literacy and numeracy. Four key issues on which public discourse should focus are outlined: (1) whether there is a certain level of mathematical knowledge that qualifies a person as numerate; (2) what it means to act in a numerate way; (3) what links should be maintained between literacy and numeracy instruction; and (4) what specific skills should be emphasized in numeracy education. The conclusion presents implications for policy, practice, and new directions for research and development. (Contains 89 references.) (YLB)