Mathematical and Data Literacy: Competencies and curriculum implications at the intersection of mathematics, data science, statistics and computing

Smith, Cathy; Kathotia, Vinay; Ward-Penny, Robert; Howson, Oli and Wermelinger, Michel (2023). Mathematical and Data Literacy: Competencies and curriculum implications at the intersection of mathematics, data science, statistics and computing. The Royal Society.

URL: https://royalsociety.org/topics-policy/projects/ma...

Abstract

This report contributes to the Mathematical Futures Programme aim of building a new vision of mathematics education that anticipates and supports the role of mathematics for individuals, economies and society, strengthening diversity and reducing inequity. Previous work on this project had identified three areas with the most potential and need: (1) the integration of data science into the mathematics curriculum, (2) opportunities for enhancing programming and computational thinking in mathematics, and (3) a coherent and cross phase approach to the use of digital technology in mathematics.

The Royal Society has commissioned this report to investigate the intersection of mathematics, data science, statistics and computing, thereby addressing areas (1) and, to some extent, (2) above. A combination of desk research and expert interviews was used to synthesise sector-specific documents that set out visions for competencies needed by future school leavers and reported curriculum initiatives relevant to those goals. This was used to create a body of knowledge at the intersection of mathematics, data science, statistics and computing, listing top-level competencies that young adults should have when they leave school or college, and to consider the implications for various models of curriculum change.

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