Original Research

Mathematical Literacy as a school subject: Failing the progressive vision?

Iben Maj Christiansen
Pythagoras | Issue 64 | a94 | DOI: https://doi.org/10.4102/pythagoras.v0i64.94 | © 2006 Iben Maj Christiansen | This work is licensed under CC Attribution 4.0
Submitted: 20 October 2006 | Published: 20 October 2006

About the author(s)

Iben Maj Christiansen, University of KwaZulu-Natal, South Africa

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The National Curriculum Statement (NCS) for Mathematical Literacy (ML) is part of a progressive agenda for increased democracy and social justice. It claims that the new school subject Mathematical Literacy will provide learners with awareness and understanding of the role that mathematics plays in the modern world. However, the analysis developed in this paper indicates that the superficial engagement with complex applications of mathematics implied by the ML NCS is not likely to live up to its claim. In addition, we do not understand enough about the connections between mathematical, technological and reflective knowledge/knowing/competencies to know how to facilitate the awareness and understanding that is part of the vision of the ML NCS.


Mathematical Literacy;


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Crossref Citations

1. On the links between mathematics education and democracy: A literature review
Mario Sánchez Aguilar, Juan Gabriel Molina Zavaleta
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doi: 10.4102/pythagoras.v33i2.164