An Exploration of the concept and components of mathematical literacy as a foundational literacy

The 2022 Revised National Curriculum of Korea introduces foundational competencies and emphasizes mathematical literacy as a core element. In this context, this study aims to clarify the conceptual meaning of mathematical literacy as a foundational literacy and to identify its constituent components as articulated in the revised curriculum. Prior studies and curriculum documents were reviewed to develop a preliminary conceptual framework, and the coherence and validity of its components were examined through a Delphi study involving experts in mathematics education and curriculum studies. The findings establish the key content, orientation, and structural components of mathematical literacy. The study clarifies its scope and role, distinguishes mathematical literacy from mathematics as a discipline, and explicates its relationship with subject-based learning. Mathematical literacy is defined as the capacity that supports everyday life and cross-curricular learning, encompassing cognitive processes for understanding, interpreting, and applying quantitative information, as well as related attitudes and motivations. Its components include a cognitive domain (numerical information and processes) and a non-cognitive domain (interest, self-efficacy, value recognition, and perseverance). Based on these results, the study discusses implications for school practice and directions for future research.