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Abstract Worldwide, there has been an increased emphasis on enabling students to recognise the real-world significance of mathematics. Mathematical literacy is a notion used to define the competencies required to meet the demands of life in modern society. In this article, students’ encounters with mathematical literacy are investigated. The data comprises interviews with 22 students and observations of 16 mathematics lessons in three grade 9 classes in Norway. The analysis shows that students’ encounters with mathematical literacy concern specific mathematical topics and contexts from personal and work life. Students’ encounters with ML in school is characterised by an emphasis on developing mathematical knowledge within the school context.
Oda Heidi Bolstad (Fri,) studied this question.