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The notion of mathematical literacy has gained momentum internationally recently through the influence of international assessment regimes such as the Programme of International Student Assessment (PISA) and national concerns about the ability of citizens to use mathematics effectively in personal, civic and work life. Accordingly, it is to be expected that these concerns should be reflected in relevant curriculum documents. This chapter presents a content analysis of a sample of 12 national curriculum documents in relation to mathematical literacy. The analysis shows that there does not appear to be general agreement about the definition of mathematical literacy within the analysed documents and that the idea of mathematical literacy is represented in a limited fashion.


Institute for Learning Sciences and Teacher Education

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Book Chapter

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