A Study on Construction of Life-long Model of Mathematical Literacy and its Theoretical Framework

首先，从以下三点考虑了成人生活中应对数学素养的方法：个人和机构寻求的数学素养，幸福生活的数学素养，以及我们社会成员在这个不确定的社会中期望拥有的数学素养。其次，考虑到民主社会等因素，从人类的数学、数学的对象、数学的方法和社会的数学四个方面来考虑数学素养的内容和观点。第三，从儿童在数学学习中的多样性角度审视和思考所有人的意义。

First of all, methodology to cope with mathematical literacy in adult life was considered from the following three points: mathematical literacy that individuals and institutions seek, mathematical literacy for living happily, and mathematical literacy that members of our society will be expected to have in this uncertain society. Second, keeping democratic society etc. in mind, contents and viewpoints of mathematical literacy were considered from the following four domains: mathematics for humankind, objects in mathematics, methods in mathematics and mathematics for society. Third, meaning of all people was examined and considered from the point of child's diversity in mathematics learning.