Abstract
In this study, we analyzed the current perception of mathematical literacy among Korean adults and determined their mathematical literacy needs, based on a theoretical review of how the concept of mathematical literacy required for adults has changed. Mathematical literacy, which refers to the mathematical ability currently required, is a concept that integrates mathematical skills, knowledge, and attitudes. Following the theoretical review, it was found that the mathematical literacy provided by lifelong education in Korea falls short of the current requirements for adults. The study revealed that the current mathematical literacy expected of adults involves the application of mathematical skills such as reasoning, modeling, information processing, and communication as well as routine basic arithmetic. Furthermore, adults' perceptions of mathematical literacy closely aligned with the definitions presented by PISA, ALL, and PIAAC. The results of the study suggest the following actions: re-conceptualizing the mathematical skills needed by Korean adults, shifting the perception of mathematics education from a lifelong learning perspective, offering positive mathematical experiences to adults, and identifying areas for further research.
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