Abstract
Drawing on PISA data published by the PISA OECD, this study examines how the mathematical literacy and frameworks underpinning PISA assessments have evolved over time. Through PISA results reports from PISA 2000 to PISA 2022, this study examines how and why the definition of mathematical literacy has changed over the PISA cycle, and analyze how the mathematics assessment framework has evolved. It then discusses the implications of the changes in definitions of mathematical literacy and framework in PISA assessment for mathematics education in Korea. Based on these implications, this study makes recommendations for the future of mathematics education in Korea, focusing on which mathematics content areas and mathematical concepts should be taught to future citizens.
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