Mathematical Literacy

Mathematical Literacy, is defined as the capacity of individuals to understand, recognize, and utilize mathematical reasoning processes to solve problems encountered in everyday life within the modern world. OECD (Organisation for Economic Co-operation and Development) and PISA (Programme for International Student Assessment) frameworks view this concept not merely as mastery of mathematical knowledge from the school curriculum but as the ability to formulate, apply, and interpret this knowledge in real-life situations.^【1】

Components and Competency Areas

Mathematical literacy encompasses the ability to develop mathematical arguments and make decisions, which are necessary for individuals to live as thinking, creative, and critical citizens. This concept arises from the necessity of viewing mathematics not merely as a set of abstract rules but as a functional tool for explaining physical and social phenomena. Therefore, mathematical literacy is a type of competence that involves using known mathematics to improve quality of life and developing an awareness of when mathematical information is needed.

Mathematical literacy encompasses a range of processes and competencies beyond standard mathematical operations. These competencies include mathematical reasoning, argumentation, mathematical communication, modeling, problem posing and solving, representation, use of symbolic and technical language, and the ability to utilize mathematical tools and technologies.

Although different competency frameworks exist in the literature, such as those of PISA, NCTM (National Council of Teachers of Mathematics) and the KOM project, core skills such as problem solving, reasoning, and communication are universally recognized across all frameworks. Within the context of mathematical literacy, competencies can be classified into two main groups: those directly related to doing mathematics and those that support doing mathematics. The first group includes modeling, developing problem-solving strategies, and reasoning; the second group includes communication, representation, use of symbolic language, and tool use. The development of these competencies enables individuals to activate their mathematical knowledge when confronted with complex situations.^【2】

Theoretical Foundations and Teaching Approaches

Teaching approaches aimed at developing mathematical literacy are typically grounded in:

1. Constructivist Learning Theory

2. Realistic Mathematics Education (RME).

Realistic Mathematics Education argues that mathematics is a human activity that is invented rather than discovered, and therefore instruction should begin with real-life problems.^【3】 According to this approach, social phenomena and needs generate the necessity for mathematical activity, and the teaching process is shaped through horizontal and vertical mathematization stages. The constructivist approach, on the other hand, is based on the principle that knowledge does not exist independently in the external world but is constructed by the individual’s mind.

Both theories emphasize that knowledge is not passively received but constructed through mentally engaging activities and active student participation. Various studies have demonstrated that problem-based and context-based approaches are effective methods for enhancing mathematical literacy.

Integration with School Mathematics

Addressing the disconnect between school-taught mathematics and real-life applications is one of the primary goals of mathematical literacy research. To overcome this gap and integrate mathematical literacy into teaching practices, new instructional designs such as the Dual-Focused Teaching Model (ÇOM) have been developed.^【4】 This model structures the teaching process around two critical foci. The first focus involves stages where concepts or generalizations are introduced through constructivist and exploratory activities. The second focus represents stages where these concepts are reinforced, deepened, and integrated with mathematical literacy problems rooted in real-life contexts. In this model, emphasis is placed not only on procedural skills but also on applications that deepen conceptual understanding and reveal the vital relevance of mathematics. Key principles in implementing the model include emphasizing authenticity, supporting competencies, and maintaining flexibility in lesson flow to enable meaningful student interaction.

Teacher Education and Self-Efficacy

The competencies and self-efficacy beliefs of teachers are decisive factors in imparting mathematical literacy to students. Self-efficacy is defined as an individual’s judgment of their ability to organize and execute the actions required to achieve a specific performance. High levels of self-efficacy among prospective teachers regarding mathematical literacy play a critical role in enabling their future students to acquire these skills.

Research has shown that prospective mathematics teachers have higher self-efficacy perceptions regarding mathematical literacy compared to teachers of other disciplines. Furthermore, a strong relationship exists between mathematical literacy and lifelong learning competencies. To adapt to changing global conditions and demonstrate continuous development, individuals must possess both mathematical literacy and lifelong learning skills. In this context, teacher education must emphasize not only subject matter knowledge but also pedagogical approaches that connect mathematical knowledge to daily life and that enhance self-efficacy. Valid and reliable measurement tools such as the Mathematical Literacy Self-Efficacy Scale have been developed to assess these competencies.