The Evolution and Uptake of Numeracy and Mathematical Literacy as Drivers for Curriculum Reform

Numeracy – sometimes referred to as mathematical literacy – has emerged as a driver for curriculum reform in many international contexts. This chapter traces the emergence and interpretations of numeracy and mathematical literacy and compares their relationship to curriculum reform processes in four countries. In Australia and Ireland, numeracy is regarded as a competency to be developed within all subjects across the school curriculum. South Africa, on the other hand, has introduced a new subject called Mathematical Literacy as part of a differentiated approach to mathematics curriculum provision that ensures all students study mathematics in some form. Both approaches contrast with the situation in Japan, where it is intended that mathematical literacy is fostered through the process of reforming the mathematics curriculum. Our comparative analysis examines the rationale for including numeracy and mathematical literacy in the curriculum and how these concepts are represented therein. The findings identify different conceptions of the relationship between numeracy and mathematics and suggest implications for teacher education in deciding whose responsibility it is to develop students’ numeracy.