1. Mathematic Literacy Problem solving is one of the key processes and foundations of mathematics. According to Alberta Education Mathematics Grade 10-12 Program of Studies (2008), "students develop a true understanding of mathematical concepts and procedures when they solve problems in meaningful contexts". In general terms, math literacy means having the ability to problem solve, reason and analyze information. A mathematically literate person is the one who has the ability to use numbers to help solve real-world problems. A person can be considered Math literate when they can confidently and effectively use math concepts, can interpret data, can estimate, reason in numerical, geometrical and graphical situations and communicate using mathematics (Ontario Education, 2004). Also, a math literate person should make connections between mathematics and its applications and should be able to recognize how to transfer their skills to solve the problems.
1.1. Mathematical literacy is about connecting mathematics to the real world. Math is everywhere and it IS used in everyday life from cooking, to fitness, home décor, landscaping, nursing, driving, even art. One of the similar mathematical goal is defined under Alberta Math 10 - 12 POS (2008), is to gain an understanding and appreciation of the role of Math in society. Math POS emphasizes towards creating mathematically literate who appreciates the importance of Math in their daily life and connects it to real-life.
1.1.1. The existing assessment tools commonly used to judge students performances in mathematics were not designed to access mathematical literacy (Romberg, 2000).
1.2. Using mathematics appropriately in a variety of contexts. A mathematically literate person can make informed decisions as contributors to the society (Alberta Education Mathematics Grade 10-12 Program of Studies, 2008).
1.2.1. Mathematical understanding is always misunderstood as the process where the understanding is often considered to be achieved if students "gets it". Alberta Math 10-12 POS (2008) emphasizes on making math meaningful by encouraging students to develop confidence in their abilities to reason and to justify their mathematical thinking. Small (2013) highlights the idea of developing mathematical understanding which focus on problems to be solved rather than exercises to be completed.
1.2.1.1. For example, a student who fully understands what 3x5 means, not only realizes that it equals 15, but also, understands all of the following: Represents the amount in 3 equal groups of 5, represents the sum of 5+5+5, represents the area of rectangle with dimension 3 and 5, understands it is half of 6 x 5. In this process, students would be reflecting about mathematical experiences, constructing relationships and extending and applying mathematical knowledge. All these features defines a mathematical literate person (Small, 2013).
1.3. A mathematic literate is knowledgeable about spacial literacy, numeracy and quantitative literacy.
1.4. Mathematic literacy focuses on synthesizing, analyzing, and evaluating the mathematical thinking of others.
1.5. Mathematic literate person understands and is conscious of what has been learned mathematically.
1.6. Communicating using the richness of the language of mathematics
1.7. Appreciating the utility, application and the elegance of mathematics
1.7.1. Students need to become mathematically literate in order to explore problem-solving situations, accommodate changing conditions, and actively create new knowledge in striving for self-fulfillment (Alberta Teachers Association, n.d.).
2. Physical Literacy Individuals who are physically literate move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person (PHE Canada, 2010) The definition of Physical LiteracyPhysical Literacy Physical literacy can be described as a disposition to capitalize on our human embodied capability, wherein the individual has: the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for maintaining purposeful physical pursuits/activities throughout the lifecourse.
2.1. According to PHE Canada (2008) and the Physical Education Program of Studies (2000) fundamental movement skills are the building blocks for the development of physical literacy. Fundamental movement skills including basic sport-specific skills.
2.1.1. The development of fundamental movement skills and motor skills is critical to establishing the foundation for participation in many sports and physical activities. A child who has not had the opportunity to develop these basic motor skills experiences difficulties or barriers when participating in sport experiences, or later school-based programs that involve more difficult skills. To become completely physically literate, children need to master the fundamental movement skills which include:
2.1.1.1. Basic movement skills enable individuals to make healthy, active choices that are both beneficial to and respectful of their whole self, others, and their environment.
2.1.1.2. Dodge, Hop, Skip, Log Roll, Stork Stand, Jump, Kick, Dribble, Overarm Throw, Catch, Run, Sidearm Strike
2.2. Students will be able to demonstrate a variety of movements confidently, competently, creatively and strategically across a wide range of health-related physical activities.
2.3. To be literate in physical education a student would demonstrate kinesthetic ability, coordination, proprioception and athletic ability.
2.4. Physically literate individuals consistently develop the motivation and ability to understand, communicate, apply, and analyze different forms of movement.
2.5. Proprioception: The ability to know where one's body in space is
2.6. International Physical Literacy Association's (IPLA) definition: Physical literacy can be described as the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activitie
3. Scientific Literacy Individuals who can ask, find, or determine answers to questions derived from curiosity about everyday experiences. It also means that a person has the skills and ability to understand, describe, interpret basic scientific processes and principles and appreciate how science affects the individual and society (Heinsen, 2011).
3.1. To become scientifically literate, students must develop a thorough knowledge of science and its relationship to technologies and society (Alberta Science 10 Program of Studies, 2014)
3.1.1. Scientific literacy entails being able to read with understanding of science in the popular press and to engage in social conversation about the validity of the conclusions (National Science Education Standards, 1996).
3.2. Scientific literacy also implies the capacity to pose and evaluate arguments based on evidence and to apply conclusions from arguments appropriately.
3.3. Scientific literate person should be aware of role of science in responding to social and cultural change and in meeting needs for a sustainable environment, economy and society.
3.3.1. A scientific literate person should be able to develop scientific understanding and the application of science and technology to new situations (Manitoba Education and Training, n.d.)
3.4. Scientific literacy can also be defined in terms of using science effectively in everyday life, not about knowing a great deal or big concepts of science. Our Alberta Science curriculum has a similar philosophy of acquiring science related skills and attitudes to analyze, interpret and solve problems. However, scientific pedagogy still relies mostly on filling the students mind with the content, rather than making it obvious that we make countless science based choices everyday such as:
3.4.1. Science is essential for making informed decisions about our health care and managing our health and well-being.
3.4.2. Science plays a role in choosing products to consume in our daily routines and considering their impact on the environment.
3.4.3. Science is also the foundation of an innovative culture and can be found at the core of significant political decisions.
3.4.4. As suggested by Rennie., L (2005), a scientific literate person will rather understand science as a "way of thinking, finding, organizing and using information to make decisions". A science education that promotes scientific literacy is more likely to result in a community that has an understanding of what science is about and knows how to use it.
3.5. Scientific literate individual acquires science related knowledge, skills and attitudes that is needed to solve problems and make decisions, and at the same time help to become lifelong learners.
3.5.1. Alberta Science 10 Program of Studies (2014) emphasizes on “acquiring scientific and related technological knowledge and skills that will enable them to understand and interpret their world and become productive members of society”.