Abstract
Mathematical Literacy is a ‘hot’ topic at present in most countries, whether it is referred to by that name, or in some cases as Numeracy, or Quantitative Literacy, or Matheracy, or as some part of Ethnomathematics, or related to Mathematics in Society. Questions continue to be asked about what is meant by mathematics in any concept of Mathematical Literacy and the use of the very word ‘Literacy’ in its association with Mathematics has been challenged. Its importance, however, lies in changing our perspective on mathematics teaching, away from the elitism so often associated with much mathematics education, and towards a more equitable, accessible and genuinely educational ideal.
Highlights
The editors of this Special Issue sought interesting and provocative papers on different aspects of Mathematical Literacy, in order to create an issue which will reflect some current thinking and practices, as well as promising innovative approaches
What are the implications for the learners? How can they be empowered to bring their unique perspectives from home and from their community and society into any mathematical classroom activity? We learn from other countries’ experiences that this particular development makes greater demands on the teachers, it demands more from the students
Realise that mathematical literacy contributes to entrepreneurial success” (DOE, 2003: 10) These critical and developmental outcomes are expected to be achieved through four Learning Outcomes: number and operations in context – the ability to use knowledge of numbers and their relationships to investigate a range of different contexts which include financial aspects of personal, business and national issues; functional relationships and the ability to solve problems in real and simulated contexts; space, shape and measurement including handling instruments, estimating and calculating physical quantities and working with two and three dimensional shapes and objects; data handling and the ability to apply knowledge of statistics and probability to communicate, justify, predict and critically interrogate findings and draw conclusions
Summary
The editors of this Special Issue sought interesting and provocative papers on different aspects of Mathematical Literacy, in order to create an issue which will reflect some current thinking and practices, as well as promising innovative approaches. Any development in mathematics education raises questions about the curriculum, for the teachers and their teaching, and for the learners and their learning.
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