Quantitative literacy and the continuing gap between curriculum policy and practice.

This article examines how 19 countries incorporate quantitative literacy—defined as the functional use of mathematical content, reasoning, real-world applications, and 21st century competencies—into their K–8 mathematics curricula and textbooks. While most countries include formal mathematics topics similarly to standards set 25 years ago, there is considerable variation in the emphasis on quantitative reasoning, real-world problem solving, and related competencies. Despite policy documents endorsing these dimensions, analysis of 8th grade textbooks reveals a significant policy-practice gap: higher-order real-world application exercises constitute less than 1% of textbook problems, limiting students’ opportunities to develop quantitative literacy. The study highlights the need for curricula and instructional materials that better align with stated goals to prepare students for complex, data-rich real-world challenges.