Skip to main content
SpringerLink
Log in

Mathematical Literacy

  • Chapter
  • First Online:
Second International Handbook of Mathematics Education

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 10))

Abstract

This chapter investigates different perspectives on mathematical literacy that vary with the values and rationales of the stakeholders who promote it. The central argument is that it is not possible to promote a conception of mathematical literacy without at the same time — implicitly or explicitly — promoting a particular social practice. It is argued that mathematical literacy focussing on citizenship also refers to the possibility of critically evaluating aspects of the surrounding culture a culture that is more or less colonised by practices that involve mathematics. Thus the ability to understand and to evaluate these practices should form a component of mathematical literacy.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 429.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 549.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 549.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • D’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1), 44–48.

    Google Scholar 

  • D’Ambrosio, U. (1994). On environmental mathematics education. Zentralblatt für Didaktik der Mathematik, 6, 171–174.

    Google Scholar 

  • Apple, M. (1997). The new technology: Is it part of the solution or part of the problem in education? In G. Hawisher (Ed.), Literacy, Technology, and Society: Confronting the Issues (pp. 160–176). Upper Saddle River, NJ: Prentice Hall.

    Google Scholar 

  • Arcavi, A. (1994). Symbol sense: Informal sense making in formal mathematics. For the Learning of Mathematics, 14, 24–35.

    Google Scholar 

  • Australian Association of Mathematics Teachers (AAMT) (1997). Final Report for the Rich Interpretation of Using Mathematical Ideas and Techniques Key Competency Project. Adelaide.

    Google Scholar 

  • Baker, D. (1996). Children’s formal and informal school numeracy practices. In D. Baker, J. Clay & C. Fox (Eds.), Challenging Ways of Knowing (pp. 80–88). London: Falmer Press.

    Google Scholar 

  • Banu, H. (1991). The importance of the teaching of mathematical modelling in Bangladesh. In M. Niss, W. Blum & I. Huntley (Eds.), Teaching of Mat hematical Modelling and Applications (pp. 117–120). Chichester: Ellis Horwood.

    Google Scholar 

  • Barton, B. (1996). An archaeology of mathematical concepts: Sifting languages for mathematical meanings. In J. G. McLoughlin (Ed.), Canadian Mathematics Education Study Group: Proceedings 1999 Annual Meeting (pp. 45–56). Newfoundland: Memorial University of Newfoundland.

    Google Scholar 

  • Benn, R. (1997). Adults count too: Mathematics for empowerment. Leicester, UK: National Institute of Adult Continuing Education (NIACE).

    Google Scholar 

  • Bishop, A. J. (1988). Mathematical enculturation: A cultural perspective on mathematics education. Dordrecht: Kluwer Academic Publishers.

    Google Scholar 

  • Blum, W. (1991). Applications and modelling in mathematics teaching — a review of arguments and instructional aspects. In M. Niss, W. Blum & I. Huntley (Eds.), Teaching of Mathematical Modelling and Applications (pp. 10–29). Chichester: Ellis Horwood.

    Google Scholar 

  • Booß-Bavnbeck, B., Bohle-Carbonell, M., & Pate, G. (1988). Über die Risiken technologischer Lösungen im Grenzbereich unseres Wissens. (On the risks of technological solutions in the threshold of our knowledge). Wissenschaft liche Welt, 32(2), 2–9.

    Google Scholar 

  • Booß-Bavnbeck, B. (1991). Againstill-founded, irresponsible modelling. In M. Niss, W. Blum & I. Huntley (Eds.), Teaching of Mathematical Modelling and Applications (pp. 70–82). Chichester: Ellis Horwood.

    Google Scholar 

  • Borba, M. C. (1995). Um estudo de etnomátematica: Sua incorporação na elaboração de uma proposta pedagógica para o ‘Núcleo-Escola’ da Vila Nogueira-Sao Quirino (A study of ethno mathematics, its incorporation into the elaboration of a proposed pedagogy for the ‘School-Centre’ at Vila Nogueira — Sao Quirino). Lisboa: Associação de Professores de Matemática.

    Google Scholar 

  • Brown, M., Askew, M., Baker, D., Denvir, H., & Millett, A. (1998). Is the national numeracy strategy research-based? British Journal of Educational Studies, 46(4), 362–385.

    Google Scholar 

  • Cremin, L. (1988). American Education: The Metropolitan Experience 1876–1980. New York, NY: Harper and Row.

    Google Scholar 

  • Damerow, P., Elwitz, U., Keitel, C., & Zimmer, J. (1974). Elementarmathematik: Lernen für die Praxis? Ein Versuch der Bestimmung fächerübergreifender Curriculumziele. (Elementary mathematics: Learningfor practice? An attempt to determine cross-curricular goals.) Stuttgart: Klett.

    Google Scholar 

  • Davis, P. J. (1989). Applied mathematics as a social contract. In C. Keitel, P. Damerow, A. Bishop & P. Gerdes (Eds.), Mathematics, Education, and Society (pp. 24–27). Paris: UNESCO (Science and Technology Education Document Series No. 35).

    Google Scholar 

  • Davis, P. J., & Hersh, R. (1986). Descartes’ Dream. The World According to Mathematics. Brighton: Harvester Press.

    Google Scholar 

  • De Castell, S. (2000). Literacies, technologies and the future of the library in the ‘information age’. Journal of Curriculum Studies, 32(3),359–376.

    Google Scholar 

  • Dench, S., Perryman, S., & Giles, L. (1998). Employers Perceptions of Key Skills. Brighton: Institute for Employment Studies (Report No. 349).

    Google Scholar 

  • Department of Education and Science (DES), Central Advisory Council for Education (1959). A Report (‘The Crowther Report’). London: HMSO.

    Google Scholar 

  • Department of Education and Science/Welsh Office (DES/WO), Committee of Inquiry into the Teaching of Mathematics in Schools (1982). Mathematics Counts (The Cockcroft Report’). London: HMSO.

    Google Scholar 

  • Dowling, P. (1991). Gender, class, and subjectivity in mathematics: a critique of Humpty Dumpty. For the Learning of Mathematics, 11(1),2–8.

    Google Scholar 

  • Dreyfuß, T. (1993). Did actic design of computer-based learning environments. In C. Keitel & K. Ruthven (Eds.), Learning from Computers: Mathematics Education and Technology (pp. 101–130). Berlin: Springer.

    Google Scholar 

  • Fey, J. T. (1990). Quantity. In L. A. Steen (Ed.), On the Shoulders of Giants: New Approaches to Numeracy (pp. 61–94). Washington, DC: National Academy Press.

    Google Scholar 

  • Fischer, R. (1993). Mathematics and social change. In S. Restivo, J. P. van Bendegem & R. Fischer (Eds.), Math Worlds: Philosophical and Social Studies of Mathematics and Mathematics Education (pp. 197–219). Albany: State University of New York Press.

    Google Scholar 

  • FitzSimons, G. E., Jungwirth, H., Maaß, J., & Schlöglmann, W. (1996). Adults and mathematics (adult numeracy). In A. Bishop, K. Clements, C. Keitel, J. Kilpatrick & C. Laborde (Eds.), International Handbook of Mathematics Education, Part 2 (pp. 755–784). Dordrecht: Kluwer Academic Publisher.

    Google Scholar 

  • FitzSimons, G. E. (2000). Mathematics for vocational and lifelong learning: Cultural diversity and co-operation in workplace and adult education. In A. Ahmed, J. M. Kraemer & H. Williams (Eds.), Cultural Diversity in Mathematics (Education): CIEAEM 51 (pp.97–102). Chichester: Ellis Horwood.

    Google Scholar 

  • Frankenstein, M., & Powell, A. (1989). Empowering non-traditional college students. Science and Nature, 9(10),100–112.

    Google Scholar 

  • Frankenstein, M. (1989). Relearning mathematics: A different third R: Radical maths. London: Free Association Books.

    Google Scholar 

  • Frankenstein, M. (2000). In addition to the mathematics — goals for a critical mathematical literacy curriculum. In A. Ahmed, J. M. Kraemer & H. Williams (Eds.), Cultural Diversity in Mathematics (Education): CIEAEM 51 (pp. 19–29). Chichester: Ellis Horwood.

    Google Scholar 

  • Freudenthal, H. (1983). Didactical Phenomenology of Mathematical Structures. Dordrecht: Reidel.

    Google Scholar 

  • Fusaro, B. A. (1995). Environmental mathematics. Zentralblatt für Didaktik der Mathematik, 1,9–12.

    Google Scholar 

  • Gal, I. (2000). Statistical literacy: Conceptual and instructional issues. In D. Coben, J. O’Donoghue & G. E. FitzSimons (Eds.), Perspectives on Adults Learning Mathematics: Research and Practice (pp. 135–150). Dordrecht: Kluwer Academic Publisher.

    Google Scholar 

  • Gellert, U. (2000). Historic examples as a means to become critical. In A. Ahmed, J. M. Kraemer & H. Williams (Eds.), Cultural Diversity in Mathematics (Education): CIEAEM 51 (pp. 79–85). Chichester: Ellis Horwood.

    Google Scholar 

  • Gerdes, P. (1999). Geometrical and educational explorations inspired by African cultural activities. Washington, DC: Mathematical Association of America.

    Google Scholar 

  • Giroux, H. A. (1989). Schooling for Democracy: Critical Pedagogy in the Modern Age. London: Routledge.

    Google Scholar 

  • Glance, N., & Hubermann, B. (1994). Das Schmarotzer-Dilemma. (The parasite’s dilemm a) Spektrum der Wissenshaften, 5, 36–41.

    Google Scholar 

  • Grignon, C; & Passeron, J.C. (1989). Le savant et le populaire: miserabilisme et populisme en sociologie et en literature. Paris: Gallimard.

    Google Scholar 

  • Herget, W. (1984). Price index: Mathematization without a happy ending. In J.S. Berry, D. N. Burghes, I. D. Huntley, D. G. J. James & A. O. Moscardini (Eds.), Teaching and Applying Mathematical Modelling (pp. 257–268). Chichester: Ellis Horwood.

    Google Scholar 

  • Holzwarth, A., & Weyer, J. (1992). AIDS-Risikoanalyse für Lebens-und Berufsunfähigkeitsvcrsicherung. (Risk-analysis of AIDS for the assura nce of life and professional inability.) Blätter DGVM, 20, 483–516.

    Google Scholar 

  • International Association for the Evaluation of Educational Achievement (IEA) (1997). TIMSS Released Items Set for the Final Year of Secondary School: Mathematics and Science Literacy. Advanced Mathematics. Physics. Chestnut Hill, MA: Boston College.

    Google Scholar 

  • Jablonka, E. (1996). Meta-Analyse von Zugängen zur mathematischen Modellbildung und Konsequenzen für den Unterrichi. (Meta-analysis of approaches to mathematical modelling and consequences for mathematics classroom practice). Berlin: Transparent Verlag.

    Google Scholar 

  • Jablonka, E. (2000). Perceptions of mathematics and reality in TIMSS mathematics items. In A. Ahmed, J. M. Kraemer & H. Williams (Eds.), Cultural Diversity in Mathematics (Education): CIEAEM 51 (Commission Internationale pour l’Etude et l’Amélioration de l’Enseignement des Mathématiques) (pp. 127–132). Chichester: Ellis Horwood.

    Google Scholar 

  • Jablonka, E., & Gellert, U. (2002). Defining mathematical literacy for international student assessment. In L. Bazzini & C. Whybrow Inchley (Eds.), Mathematical Literacy in the Digital Era: CIEAEM 53 (Commission Internationale pour l’Etude et l’Amélioration de l’Enseignement des Mathématiques) (pp. 119–124). Milano, Italy: Ghisetti & Corvi Editori.

    Google Scholar 

  • Joseph, G.G. (1992). The Crest of the Peacock: Non-European Roots of Mathematics. New York, NY: Penguin Books.

    Google Scholar 

  • Keitel, C. (1997). Numeracy and scientific and technological literacy. In E. W. Jenkins (Ed.), Innovations in Science and Technology Education (pp. 165–185). Paris: UNESCO.

    Google Scholar 

  • Keitel, C, Kotzmann, E., & Skovsmose, O. (1993). Beyond the tunnel-vision: Analysing the relationship between mathematics, society and techn ology. In C. Keitel & K. Ruthven (Eds.), Learning from Computers: Mathematics Education and Technology (pp. 243–279). Berlin: Springer.

    Google Scholar 

  • Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding It Up: Helping Children Learn Mathematics. Washington, DC: National Academy Press.

    Google Scholar 

  • Knijnik, G. (2000). Cultural diversity, landless people and political struggles. In A. Ahmed, J. M. Kraemer & H. Williams (Eds.), Cultural Diversity in Mathematics (Education): CIEAEM 51 (pp. 30–39). Chichester: Ellis Horwood.

    Google Scholar 

  • Knoblauch, C. H. (1990). Literacy and the politics of education. In A. Lunsford, H. Moglen & J. Slevin (Eds.), The Right to Literacy (pp. 74–80). New York, NY: MLA.

    Google Scholar 

  • Kreith, K. (1993). Building a mathematical base for environmental studies curricula. Davis, CA: Department of Education, University of California.

    Google Scholar 

  • Maaß, J., & Schlöglrnann, W. (1993). Der Stoßofen. Ein Beispiel für Industriemath ematik als Unterrichtsthema. (The pusher type furnace. An example of industrial mathematics as a topic for mathematics classroom teaching). In W. Blum (Ed.), Anwendungen und Modellbildung imMathematikunterricht (Applications and modelling in mathematics classrooms) (pp. 74–84). Hildesheim: Franzbecker.

    Google Scholar 

  • Mcintosh, A., Reys, B. J., & Reys, R.E. (1992). A proposed framework for examining basic number sense. For the Learning of Mathematics, 12(3), 2–8.

    Google Scholar 

  • Morgenstern, O. (1965). Über die Genauigkeit wirtschoftlicher Beobachtungen(On the Accuracy of Economic Observations). Wien und Würzburg: Physica.

    Google Scholar 

  • Moses, R. P., & Cobb, C. E. Jr. (2001). Radical Equations: Math Literacy and Civil Rights. Boston: Beacon Press.

    Google Scholar 

  • Noss, R., Hoyles, C; & Pozzi, S. (1998). ESRC end of award report: Towards a mathematical orientation through computational modelling project. London: Mathematical Sciences Group, Institute of Education, London University.

    Google Scholar 

  • Noss, R. (1997). New Cultures, New Numeracies. Inaugural professorial lecture. London: Institute of Education, London University.

    Google Scholar 

  • National Science Foundation (NSF) (1994). Science, mathematics, engineering, and technology education for the 21st century. In U.  D’Ambrosio et al. (Eds.), Report on a Summer Symposium on Educating for Citizenship in the 21st Cemury, July 1992 (no page numbers). Washington DC: National Science Foundation.

    Google Scholar 

  • Nunes, T., Schliemann, A., & Carraher, D. (1993). Street Mathematics and School Mathematics. Cambridge: Cambridge University Press.

    Google Scholar 

  • Organisation for Economic Co-operation and Development (OECD) (1999). Measuring Student Knowledge and Skills: A New Framework for Assessmem. Paris: OECD.

    Google Scholar 

  • Paulos, J. A. (1988). Innumeracy. Mathematical Illiteracy and its Consequences. New York, NY: Hill and Wang.

    Google Scholar 

  • Pimm, D. (1990). Mathematical versus political awareness: Some political dangers inherent in the teaching of mathematics. In R. Noss et al. (Eds.), Political Dimensions of Math ematics Education: Action and Critique (no page numbers). London: Institute of Education, London University.

    Google Scholar 

  • Rav, Y. (1993). Philosophical problems of mathematics in the light of evolutionary epistemology. In S. Restivo, J. P. van Bendegem & R. Fischer (Eds.), Math Worlds: Philosophical and Social Studies of Mathematics and Mathematics Education (pp.80–112). Albany: State University of New York Press.

    Google Scholar 

  • Restivo, S. (1993). The social worlds of mathematics. In S. Restivo, J. P. van Bendegem & R. Fischer (Eds.), Math Worlds: Philosophical and Social Studies of Mathematics and Mathematics Education (pp. 246–279). Albany: State University of New York Press.

    Google Scholar 

  • Richardson, L. F. (1919). Mathematical Psychology of War. W. Hunt (Ed.) (published privately intypescript). Oxford.

    Google Scholar 

  • Shan, S. J., & Baily, P. (1991). Multiple Factors: Classroom Mathematics for Equality and Justice. Stoke-on-Trent: Trentham Books.

    Google Scholar 

  • Skovsmose, O., & Nielsen, L. (1996). Critical mathematics education. In A. Bishop, K. Clements, C. Keitel, J. Kilpatrick & C. Laborde (Eds.), International Handbook of Mathematics Education. Part 2 (pp. 1257–1288). Dord recht: Kluwer Academic Publisher.

    Google Scholar 

  • Skovsmose, O. (1994). Towards a Philosophy of Critical Mathematics Education. Dordrecht: Kluwer Academic Publisher.

    Google Scholar 

  • Sohn-Rethel, A. (1978). Intellectual and Manual Labour: A Critique of Epistemology. London: Macmillan.

    Google Scholar 

  • Statistics Canada (1998). National Accounts and the Enoironment: Papers and Proceedings from a Conference, Ottawa, Canada, June 17–20, 1997.

    Google Scholar 

  • Steen, L. A. (Ed.) (1990). On the Shoulders of Giants: New Approaches to Numeracy. Washington, DC: National Academy Press.

    Google Scholar 

  • Steen, L. A. (Ed.) (2001). Mathematics and Democracy: The Case for Quantitative Literacy. Princeton NJ: National Council on Educa tion and the Disciplines.

    Google Scholar 

  • Swetz, F., & Hartzler, J. S. (1991). Mathematical Modelling in the Secondary School Curriculum: A Resource Guide for Classroom Exercises. Reston: NCTM.

    Google Scholar 

  • Teese, R. (2000). Academic Success and Social Power. Melbourne: Melbourne University Press.

    Google Scholar 

  • United Nations (1993). Handbook of National Accounting: Integrated Environmental and Economic Accounting. New York: United Nations Department for Economic and Social Information and Policy Analysis.

    Google Scholar 

  • United Nations (1999). International Accounting and Reporting Issues. New York, Geneva: United Nations.

    Google Scholar 

  • United Nations (n.d.). Accounting and Financial Reporting for Environmental Costs and Liabilities. New York, Geneva: United Nations.

    Google Scholar 

  • Verhulst, P. F. (1845). Recherche mathématique sur la loi d’accroissement de la population. Brussels: Mémoires de l’Académie Royale des sciences, des lettres et de beaux-arts de Belgique.

    Google Scholar 

  • Vithal, R., & Skovsmose, O. (1997). The end of innocence: a critique of ethnomathematics. Educational Studies of Mathematics, 34(2), 131–157.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Freie Universität Berlin, Germany

    Eva Jablonka

Authors
  1. Eva Jablonka
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Monash University, Australia

    Alan J. Bishop

  2. Universiti Brunei Darussalam, Brunei

    M. A. Clements

  3. Free University of Berlin, Germany

    Christine Keitel

  4. University of Georgia, Athens, USA

    Jeremy Kilpatrick

  5. The University of Hong Kong, Hong Kong

    Frederick K. S. Leung

Rights and permissions

Reprints and permissions

Copyright information

© 2003 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Jablonka, E. (2003). Mathematical Literacy. In: Bishop, A.J., Clements, M.A., Keitel, C., Kilpatrick, J., Leung, F.K.S. (eds) Second International Handbook of Mathematics Education. Springer International Handbooks of Education, vol 10. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0273-8_4

Download citation

  • DOI: https://doi.org/10.1007/978-94-010-0273-8_4

  • Published:

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-94-010-3951-2

  • Online ISBN: 978-94-010-0273-8

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation