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If there are people in the world who are using mathematics in a way that produces harm, I think it is important that we develop a definition of mathematically literate that would not apply to them. In other words, a version of mathematically literate should include not just critical literacies, but ethical literacies toward a collective good.

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whether someone is mathematically literate or quantitatively literate

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whether someone is mathematically literate or quantitatively literate

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As a teacher, this is not the question I ask myself and i wonder what it means that we ask "whether" children or other learners "are" literate. I see instead my responsibility as a human being and as a teacher to have a broad understanding of (in this case) literacy so that I can see and appreciate and respond to what children and learners are doing, asking, thinking.

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The new standards for preparing teachers in CA have made the responsibility for literacy an explicit part of the expectations across all disciplines (re: Bill's points). This will be an interacting model to follow and understand.

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People often struggle to understand themselves as an N=1 vs population data I may be able to give them. What are the tails of a bell curve etc. What is 5-year survival and what does it mean?

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Math Maturity: who gets to determine this? 

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Math Maturity: who gets to determine this? 

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I am very worried about this subjective phrase.

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to express a problem with the 5-step process

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to express a problem with the 5-step process

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Five-Step Curricular Process: an Introduction | The Algebra Project INC

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If a child is able to show flexibility in their thinking and fluency in such a way that they are able to share their thinking and extend or edit their thinking as they are sharing their thinking.

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Literacy is a habit of intentional construction of meaning/knowledge. Mathematically literate people do the mathematical things but also step out of those actions to put on their metacognitive and epistemological hats to ask about their thinking, their process, the nature of the objects, the values built into those processes, and other issues. In another context, I might call it "critical inquiry".

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In response to Bill Crombie's comment on Common Core standards

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In response to Bill Crombie's comment on Common Core standards

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I am finishing up a NSF project where we supported elementary teachers to use math and ELD standards simultaneously to help children learn math and English language through peer-to-peer interactions. How can we leverage this idea to support secondary teachers to do the same?

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The Story-Telling Math series by Charlesbridge Publishers showcases everyday math situations in culturally diverse families. They include hands on activities for 0-3-year-olds and 3-6-year-olds to help them see how math is everywhere and young children are mathematically making sense of their world, everyday.

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We are missing a holistic assessment system compatible to strengthening quantitative literacies. Right now our assessment system is punitive and narrow.

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We are missing a holistic assessment system compatible to strengthening quantitative literacies. Right now our assessment system is punitive and narrow.

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I try to prep my future teacher students to be the person in the room who can resist a "data driven decision" from their Principal. They practice analyzing the same data set in two ways so that it looks like it supports opposite claims, giving them the experience with evaluating and comparing uses of data for advocacy.

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willing to struggle (and maybe even enjoy it ;)

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Examples that my family gave when I asked them by text just now

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Examples that my family gave when I asked them by text just now

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Understanding, bond issues and tax overrides that help support education and public works. Also statistics of all kinds for understanding what proportion is actually going to whatever

Understanding things like voter turn out and contributions to issues and candidates and how that influences what goes

Understanding tariffs and taxes and credit card interest

Understanding risk

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I hope that in a decade, we can acknowledge as a discipline that it is professional malfeasance for an educator not to be politically and socio-emotionally literate. This can lead to expecting this for all children and in all classrooms in the future, but changing the higher education mathematics culture to treat these as required competencies seems an area in which change could happen more quickly.

Put another way: how can we think it's OK for a person to have power over learners who doesn't have these skills?

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Investigate fairness, representation, empathy, inclusion and access with mathematics

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Investigate fairness, representation, empathy, inclusion and access with mathematics

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I am open to assuming all children have some quantitative literacies, and it is our job to discover what they are and to build on them (perhaps toward formal mathematics systems), and then most importantly to not find ways to convince them that they are not quantitatively literate.

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Investigate, improve access to, and sustain clean water, air, land, food

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Investigate, improve access to, and sustain clean water, air, land, food

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Their ability to use numbers effectively in solving day-to-day numeracy problems, problem-solving, and evaluating data to make decisions.

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The current system seems to convince most people that struggle and friction and ambiguity are evidence that something is wrong. Some think this means they are wrong and don't belong. Others think it's unprofessional for a teacher to have these elements in their classrooms; and we often evaluate teachers based on how "clear" they are. Lots of teachers and students seem to experience the goal as finding ways to remove these things and replace them with clarity. Basically, I think this has to go before a more appropriate vision of mathematics as a messy human endeavor can thrive.

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"Math needs people as much as people need math" - Rochelle Gutiérrez

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"Math needs people as much as people need math" - Rochelle Gutiérrez

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a culture of care and humanization. "People matter" is missing.

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a culture of care and humanization. "People matter" is missing.

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Students who asks questions and poses problems or situations to investigate where math can be a tool to help answer their question or address the situation

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My first thought is the transference of skills across disciplines. Making sense and perseverance are examples.

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The question numbers in a new article, ask what's missing and whether the writer is interpreting it in a way that makes sense. They don't skip over the graphs and tables when they are reading but read into them, looking for interpretations and meaning.

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I want to be able to communicate with everyone about anything related to scientific issues, or real- life issues and applications that applies any mathematics concepts. Translating from one language to another in mathematics such as: word problems to algebraic equation, ( function) to table of values, graphing illustrations, etc. by hand in the notebook, and using technology. I would want to create technology and platforms that others can use.

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I think I would be convinced if the student/person exhibits a habit of treating numerical values as models of phenomena, meaning both that they intentionally model in critical and appropriate ways (and when appropriate) and that they do close readings of numerical values to unearth the (often implicit) models for both mathematical meaning and the sociocultural context in which that model is living.

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How would students answer this? Do they understand what this means?

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How would students answer this? Do they understand what this means?

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I just asked my children (22, 31, and 33) if they believe they are quantitatively literate. I am waiting for their answers.

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A longing and yearning to ask questions and explore those questions as it relates to quantity. 

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A longing and yearning to ask questions and explore those questions as it relates to quantity. 

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We can end academic apartheid and create humanizing holistic math literacy spaces to cultivate innovation

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We can end academic apartheid and create humanizing holistic math literacy spaces to cultivate innovation

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We need to end academic apartheid that supports math as gatekeeper if we want to cultivate quantitative literacies

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We need to end academic apartheid that supports math as gatekeeper if we want to cultivate quantitative literacies

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inquisitive, willing to try things, makes mistakes, conjectures, analysis, problem solver, looks for patterns.

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Fearlessness in the face of an unknown math related situation

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Fearlessness in the face of an unknown math related situation

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numeracy comes to mind, so do "math practices"

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Curious and persistent... They are able to use numbers, quantities and mathematical relationships to problem solve, make conjectures, explore and problem solve.