Finally the paper provides a strong motivation for a name change for this subject in South Africa. A reflection follows on the effectiveness of these skills to equip students to solve real-life quantitative problems in the 21st century as well as to be a reliable admission requirement for non-Science university studies. The mathematical content and skills of Mathematical Literacy are compared to the internationally equivalent subjects, both in breadth and depth. To what extent does the Curriculum and Assessment Policy Statement (CAPS) for Mathematical Literacy encompass the skills and knowledge required for arithmetical/ mathematical / quantitative problem solving with respect to content, depth and breadth? The paper answers these three questions in depth using an extensive literature survey of writing about Quantitative Literacy as it is described internationally.
Does Mathematical Literacy cover the skills considered to be necessary to be quantitatively literate by world standards? 3. What is Quantitative Literacy? What are its main characteristics (i.t.o knowledge, skills and attitudes)? 2. The team of researchers transformed this questions into three questions. In 2014 Umalusi (Council for Quality Assurance in General and Further Education and Training) proposed research into Mathematical Literacy compare with the problem-solving skills considered necessary to be quantitatively literate by world standards.
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