ABSTRACT
We now move on from the general description and discussion of mathematical literacy to show something of the variety of tasks that learning mathematical literacy involves, presenting and analysing task examples of different kinds and lengths. Why the focus on tasks? We have seen in Chapter 1 how illustrating descriptions with task examples clarifies the kind of thing one is talking about. As we noted in Section 1.6, there is another, deeper reason to give tasks a central role:
Progress in learning mathematics, and mathematical literacy, can be thought of as the ability to tackle increasingly complex tasks using increasingly sophisticated concepts and skills.
