Current global crises (e.g. COVID-19 pandemic and climate change) necessitate changes to mathematics curricula, especially related to using mathematics to solve real-world problems. We begin with the Programme for International Student Assessment's (PISA) framework for mathematical literacy (FML), since it functions as a global guide for curriculum. We demonstrate its inadequacy to solve current crises and to mediate the precarity of girls and women. Then we reenvision the FML by integrating concepts of critical mathematics education with intersectional feminism. We reenvision how to think about mathematical literacies. In particular, we add practices of feeling, acting, and reimagining to the conventional construct of mathematical reasoning. We reenvision ways to think about or classify real-world problem contexts by exploring three potential themes for real-world problem contexts.
|Journal||Research in Mathematics Education|
|State||Published - 2022|
Bibliographical notePublisher Copyright:
© 2022 British Society for Research into Learning Mathematics.
- critical mathematics education
- intersectional feminism
- Mathematical modelling
- mathematics education
- real world contexts
ASJC Scopus subject areas
- Mathematics (all)