This report focuses on the results of the analysis of the numeracy experiences of five countries: the United Kingdom, Australia, Canada with two jurisdictions, Quebec and Ontario, Singapore and France. The story of each numeracy experience is articulated around the frameworks, institutions, programs and projects as well as the resources that the country has acquired.  To do this, we consulted various documents, articles, study reports, official websites, etc.  This project allowed us to draw a portrait of the different approaches and the different interventions adopted by certain countries to apprehend a complex problem and a skill increasingly defined as a basic and essential skill.