Beyond X and Y: Why Math Literacy Is a Civil Right

Math literacy is more than the ability to solve for x. It is foundational for justice, for full participation in society and for the flourishing of democracy—government for the people, by the people. For math educators and policy advocates, the challenge—and opportunity—before us is to redefine what it means to be math literate and to ensure that this literacy is accessible to every member of our society, now and for generations to come. 

To move forward with this vision, we must first challenge our assumptions about what math literacy entails and who gets to define it. Historically, math literacy has been framed as procedural fluency or success on standardized assessments. This narrow view erases the rich tapestry of human experience and cultural ingenuity that have shaped mathematical knowledge across civilizations. Mathematics is alive in the ways communities reason, create, and survive.

As Bob Moses, civil rights leader and founder of The Algebra Project, argued, math literacy is also a civil right—a prerequisite for meaningful citizenship. Yet, there are far too many young people in the United States who lack access to advanced high school mathematics courses such as calculus, statistics, data science, and quantitative reasoning. 

Low rates of advanced mathematics course enrollment cannot be attributed solely to students’ choices. Systemic barriers are significant—many U.S. public high schools simply do not offer advanced math classes. For instance, students attending small or rural schools are less likely to have these opportunities than their peers in larger, more urban settings. Additionally, high schools serving predominantly historically marginalized populations tend to provide fewer chances than other high schools for students to enroll in advanced mathematics courses. 

Citizenship in context

Resolving these opportunity gaps is both a legal and ethical imperative. To fully appreciate why closing these gaps matters, we must examine how access to advanced mathematical learning directly shapes individuals’ ability to participate in civic life. Let’s define citizenship as we consider broader, more inclusive perspectives of how math literacy empowers citizenship. 

In today’s interconnected world, citizenship is much more than a legal status—it’s about participation, voice, and agency. Through a lens of participatory action, we see citizens as active shapers of their communities, whether they’re voting, volunteering, advocating for social issues, or engaging in civic dialogue. For mathematics educators and policy advocates, this expanded view of citizenship brings a powerful mandate: Math literacy is not just a personal asset, but a collective responsibility. Citizenship itself requires full access to the quantitative reasoning skills that are essential for navigating and transforming society. 

If we want a truly democratic society—one in which people can interpret data, challenge misinformation, and make informed decisions, it’s incumbent upon us to work toward equipping every high school student with the mathematical skills needed to participate fully. In this sense, fostering math literacy is more than preparing students for tests or careers; it includes empowering them to help build a more just, equitable, and vibrant democracy. 

Why mathematical literacy wIll always matter

As technology reshapes economies and democracies, mathematical reasoning becomes ever more essential. A new report, Aligning Math Education to Workforce Needs: Insights From Florida’s Employers, reveals a persistent gap between the math skills taught in Florida’s K–12 schools and those required by employers, particularly in problem-solving, data analysis, and financial literacy. The report urges policy advocates to support integrating real-world math applications into curricula, providing early exposure to math-intensive careers, and fostering robust school–industry partnerships to ensure students are prepared for Florida’s evolving job market and civic responsibilities. 

But the ability to critically analyze, question, and use mathematics is important, not only for economic success but also for full participation in civic life. States and communities are increasingly judged by how well their constituents can engage with complex quantitative information to make decisions and participate in the democratic process. Without the ability to engage with critical social and political issues, individuals are denied equal opportunity to fully participate in and contribute to society. 

Mathematics education has to be about equipping young people with the knowledge of the rights and responsibilities of citizenship—what Paulo Freire called “conscientização,” or sociopolitical consciousness. This means all students, especially those marginalized, are afforded access to quantitative literacy at pre-K–12 and collegiate levels.

What should a framework for mathematical literacy for citizenship include?

A robust framework for mathematical literacy must prepare students to succeed in higher education and careers while empowering them as confident and competent learners. Rooted in civil rights principles, such a framework must ensure equitable access to high-quality math education for all students and integrate culturally relevant teaching practices that make mathematics meaningful across diverse backgrounds. The framework should engage students to analyze, reason, and approach challenges thoughtfully. Ultimately, it should recognize students as both learners and leaders, equipping them with the mathematical knowledge and agency necessary to participate fully in democratic society and thrive in the modern economy.

Translating this vision into reality requires thoughtful action. Policies must move beyond rhetoric to support comprehensive, equity-driven math education. We must build coalitions across research, teaching, and policymaking to ensure that mathematical literacy for citizenship is not just an aspiration but a reality for all.

K–12 mathematical literacy is the gateway to higher education, careers, and informed citizenship. Without it, students face costly remediation, limited opportunities, and exclusion from the full benefits of democratic participation. 

Let us strategize and mobilize national efforts to address the math literacy challenge. Let us continue to innovate and advocate so that every young person, in every community, is prepared not just to solve equations, but to shape the world.