Aims
The purpose of Topic Study Group 6 is to gather participants from different parts of the world with an interest in and/ or experiences of the notion and role of mathematical literacy in the practice, research and development of mathematics education at all levels. Our hope is that participants in this TSG will exchange and share views, experiences, projects, analyses, research and development studies so as to bring a thorough and systematic exploration of our topic - mathematical literacy - forward.
The themes of this TSG include:
1. C onceptual clarification of the notion(s) of mathematical literacy , dealing with issues such as: What are the different notions of mathematical literacy and how are they related to / distinct from “neighbouring” notions such as numeracy, quantitative literacy, mathematical competence, mathematical proficiency?
2. The role and use of mathematical literacy in the teaching and learning of mathematics , dealing with issues such as: Where, and for what purposes, is mathematical literacy on the agenda of mathematics education? How is mathematical literacy implemented in education programmes and curricula ?as a separate subject or as an integrated part of mathematics - and what teaching / learning activities and materials exist? How does a focus on mathematical literacy influence pre-service and in-service teacher education?
3. The role and impact of mathematical literacy in national or international comparative studies , dealing with issues such as: How is mathematical literacy situated in comparative studies in mathematics education, nationally or internationally, and how is mathematics education being influenced by literacy based studies, for better and for worse?
4. What do we gain, or lose, from placing an emphasis on mathematical literacy? , dealing with issues such as: What new and valuable outcomes can be gained from focusing on mathematical literacy instead of or in addition to traditional mathematical knowledge and skills? What problems or pitfalls may result from such a focus? What are the likely desirable or undesirable changes of practices in mathematics education resulting from a mathematical literacy focus?

Guidelines for submission
The organizers of the TSG welcome theoretical and empirical contributions to these themes in the form of research papers or reports on development projects. The organizers would also welcome proposals for additional themes to be considered by the TSG.
Contributions may be of two kinds:

• Theoretical or empirical research or development papers (2000 words, including references)
• Short presentations (500 words, including references)
  Each submitted paper should contain
• The title, including sub-title, if appropriate
• The name of the author(s), affiliation(s) and country(ies), and contact details
• A brief abstract
• A clear description of the purpose, content, methodology, and main conclusions of the study or project