Mathematical / Quantitative Literacy
What is Mathematical Literacy?
Mathematical literacy means different things in different parts of the world and is sometimes used interchangeably with the terms quantitative literacy and numeracy. But, a common dimension to most definitions of mathematical literacy / quantitaitve literacy is that it involves the use of mathematics for solving real-world problems. In other words, the ‘functional use of mathematics in extra-mathematical situations’. This makes it different to mathematics in a specific way: a key goal in Mathematical Literacy is developing skills (sometimes called ‘comptencies’) that make it possible to effectively and accurately solve real-world problems, rather than learning increasingly complex mathematical knowledge. Being mathematically literate, then, is about a person’s capacity to make sense of and solve real-world problems rather than the extent of their mathematical understanding.
Mathematical Literacy in South Africa
In South Africa, there is a separate subject called Mathematical Literacy (ML) that is a compulsory option for students who do not want to continue with Mathematics in the last three years of secondary school (Grades 10, 11 and 12 - Years 11, 12 and 13 - ages 16, 17 and 18 years). Before ML this, many students (around 40%) would stop studying Mathematics at the end of Grade 9 (Year 10), which was seen as one factor contributing to low numeracy levels in the country. So, ML was introduced as a compulsory alternative to Mathematics to ensure that all secondary school students would finish school with a higher level of mathematical learning. And, the subject has proved incredibly popular - in 2023, 62,5% (approximately 450 000 learners) of all Grade 12 learners sat the final ML matriculation examinations.
Purpose of the subject Mathematical Literacy
The curriculum for the subject ML (shown alongside) defines the purpose of the subject as:
The competencies developed through Mathematical Literacy allow individuals to make sense of, participate in and contribute to the twenty-first century world — a world characterised by numbers, numerically based arguments and data represented and misrepresented in a number of different ways. Such competencies include the ability to reason, make decisions, solve problems, manage resources, interpret information, schedule events and use and apply technology. The subject Mathematical Literacy should enable the learner to become a self-managing person, a contributing worker and a participating citizen in a developing democracy.” (page 8)
This definition positions ML as something quite different from how we might about traditional Mathematics. Here, ML it’s about making sense of problems that a person might encounter in their everyday lives, in wider society, or at some point in the future in the workplace. So, in ML we don’t only learn about and use mathematics; we also learn about real-life contexts and the types of methods and tools that people in these contexts use to solve problems. This includes a range of technological tools such as online calculators, spreadsheets and other applications. The goal of ML is to better prepare students to cope with the range of financial, numerical, statistical, and spatial problems that they might encounter in their lives, hereby making them more empowered to make informed decisions.
Integration of mathematics, context & technology and the importance of skills
This definition draws specific attention to a range of skills that the subject should help learners to develop (because it would be impossible to explore all possible real-world contexts).
By developing this range of skills, the subject will enable students to use a combination of mathematical contents, technological tools, understanding of real-world contexts, to solve any problems encountered in any real-life situation. And this is what is taken to mean being ‘mathematically literate’.
Curriculum Topics
To achieve this purpose, ML prioritises learning and engagement with authentic real-world situations and problems that someone might encounter in those situation. This is why the curriculum topics cover:
Finance - including banking, financial documents, cost comparisons (e.g. pre-paid vs. contract mobile phone costs), inflation, taxation, etc.
Measurement - including completing construction projects, working with different measuring instruments (e.g. baking measures), etc.
Using maps (e.g. road maps) and plans (e.g. floor and elevation plans) to plan trips and complete projects, etc.
Making sense of situations involving risk and probabilities (e.g. car insurance)
Analysing data (e.g. growth charts for children).
Personal interest and expertise in Mathematical Literacy
I firmly believe that this subject has the potential to make a significant difference to the lives of students. Many of the students who choose ML have really struggled (and many have failed) in Mathematics. By choosing ML they have a chance to learn knowledge and develop skills that be immediately relevant by enabling them to explore and solve real world problems and to make empowered and informed decisions in their current and future lives.
Most of my career in South Africa was linked to the subject Mathematical Literacy. I taught the subject for a number of years, wrote the curriculum for the National Department of Education (shown above), set national examinations, facilitated extensive professinal development programmes for teachers and government officials, and authored textbooks (below) (along with many other classroom resources).
What I’m most prooud about with these textbooks is how much effort we put in to ensure that the lesson activities closely resemble real-world contexts and situations: the textbooks look more like a newspaper than a traditional mathematics textbook.
PDF download
PDF download
PDF download
My PhD also researched this subject space and I explored the criteria for what it means to be mathematically literate when a critical citizenship and life-preparation agenda is prioritised.
In other written research and conference presentations (below and on the Research page), I explore a number a different aspects of the subject, including challenges with how the national examinations assess the subject, specific misconceptions and misunderstandings about the subject, the central role of modelling skills, and I’m currently working on paper that theorises the specific approach that is adopted in the curriculum.
North, M. (2024 - under review). Curriculum design for empowered life-preparation and citizenship: A sociological analysis of the evolution of the Mathematical Literacy curriculums. Pythagoras.
1st submission draft available here.North, M. (2024 - under review). Making the case for more modelling in Mathematical Literacy. Learning and Teaching Mathematics. 1st submission draft available here.
North, M. (2024). Mathematical Literacy curriculum design for empowered critical citizenship: The case of South Africa. Paper to be presented at the 15th International Commission on Mathematics Education, Sydney 7-14 July 2024. 1st submission draft available here.
North, M. (2024). Textbook and task design for life-preparedness and critical citizenship. The challenge with integrating mathematics and contexts. Paper to be presented at the 15th International Commission on Mathematics Education, Sydney 7-14 July 2024. 1st submission draft available here.
North, M. (2017). Towards a life-preparedness orientation: the case of Mathematical Literacy in South Africa. African Journal of Research in Mathematics, Science and Technology Education, 21(3), 234-244. https://doi.org/10.1080/18117295.2017.1364045
North, M., & Christiansen, I. M. (2015). Problematising current forms of legitimised participation in the examination papers for Mathematical Literacy. Pythagoras, 36(1). http://dx.doi.org/10.4102/pythagoras.v36i1.285
North, M. (2015). The basis of legitimisation of Mathematical Literacy in South Africa. Unpublished doctoral dissertation. University of KwaZulu-Natal, Pietermaritzburg. Retrieved from
https://ukzn-dspace.ukzn.ac.za/handle/10413/12161North, M. (2010). How Mathematically Literate are the Matriculants of 2008? A Critical Review of the 2008 Grade 12 Mathematical Literacy Examinations. In M. d. Villiers (Ed.), Proceedings of the 16th Annual Congress of the Association for Mathematics Education of South Africa (AMESA). 28 March – 1 April 2010, Durban. Vol. 1, pp. 216-230. https://www.amesa.org.za/AMESA2010/Volume1.pdf
North M (2008) Progression in Mathematical Literacy. In: H. H. Boshoff, V. G. Govender, L. Heymans (Eds.), Proceedings of the 14th Annual Congress of the Association for Mathematics Education of South Africa (AMESA). Port Elizabeth: Nelson Mandela Metropolitan University, Vol 1, pp. 146-156. Read here.
Current Mathematical Literacy work
There are currently two exciting Mathematical Literacy projects in development.
Project 1 - Textbook redesign and redevelopment
This project involves the updating, redesign and redevelopment of the
Via Afrika Mathematical Literacy textbook series.
What makes this project particularly exciting is how we are innovatively integrating digital technology resources with the textbook materials.
In the real-world, technology is an integral part of the tools that people use as they go about their daily lives and to solve problems. So, we want to give teachers and learners the same opportunities to experience the power and value of technological tools for supporting their learning and real-world problem-solving activities. We are meeting this aim by including web-links and QR codes in the textbooks that link to a host of interactive resources, like videos, spread sheets, and online games, calculators and apps.
Below are some sample textbook and digital resources that showcase our approach. We hope that you find them as exciting as we do!
Project 2 - ‘Maths Lit with Dr. Marc’ videos
This YouTube channel hosts videos that walk through some of the more difficult topics in the Mathematical Literacy curriculum - like how to find the original value after a percentage discount has been taken off.
Weblink address to follow
