There are two companion documents for the national standards in mathematics. Together the documents provide both the what and the how for a coherent vision of what it means to mathematically literate in a world that relies on calculators and computers to carry out mathematical procedures and in a world where mathematics is extensively being applied in diverse fields.
Mathematical literacy is based on a re-examination of educational goals.
Traditional notions of basic mathematical competence have been outstripped by ever higher expectations of the skills and knowledge of workers. New methods of production demand a technologically competent work force. A flexible work force capable dynamic lifelong learning is required. Equity has become an economic necessity. Mathematics classrooms will be communities of learners who use mathematical reasoning, logic, evidence, invention, and problem solving strategies to solve complex mathematical problems.