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PISA defines mathematical literacy as:
an individual’s capacity to identify and understand the role that mathematics play in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual’s life as a constructive, concerned and reflective citizen. (OECD, 2009, p.14)
Mathematical literacy revolves around wider uses of mathematics in people’s lives than being able to carry out mechanical operations with numbers and symbols. It encompasses the ability to put mathematical knowledge and skills to functional use as well as the ability to pose and solve mathematical problems in a variety of situations and having the interest and motivation to do so. Similar to the Scientific assessment framework, the assessment framework for mathematical literacy makes reference to:
- Mathematical content in four overarching areas (quantity, space and shape, change and relationships, and uncertainty) and only secondarily in relation to curricular strands (such as numbers, algebra and geometry).
- Mathematical processes, which are defined by individual mathematical competencies. These include the use of mathematical language, modelling and problem solving skills. It is assumed that a range of competencies will be needed to perform any given mathematical task. Questions are organised in terms of competency clusters defining the type of thinking skill needed.
- Situations are defined in terms of the ones in which mathematics is used, based on their distance from the students. The framework identifies five situations: personal, educational, occupational, public and scientific.
Mathematical Literacy in PISA 2006
Mathematical Literacy in PISA 2003
Download the national Australian report from the reports page.
