Numeracy is not a luxury: numbers constantly factor into our daily lives. Yet adults in the United States have lower numeracy than adults in most other developed nations. While formal statistical training is effective, few adults receive it – and schools are a major contributor to the inequity we see among U.S. adults. That leaves news well-poised as a source of informal learning, given that news is a domain where adults regularly encounter quantitative content. Our transdisciplinary team of journalists and social scientists propose a research agenda for thinking about math and the news. We