ABSTRACT
Half a century ago one of us set out an agenda for bringing ‘the real world’ into school mathematics (Burkhardt, 1981). Then, together in Nottingham University's Shell Centre for Mathematical Education, we began to develop teaching materials to support this aim (see, for example, Burkhardt et al., 1980). Since then, each of us has made mathematical literacy an important part of our work through a series of research-based design and development projects [14A]. Some of the fruits of these projects have appeared in the various chapters of this book.
