Abstract
The purpose of this paper is addition of significance to mathematical activities as the teaching and learning to foster mathematical literacy. For attaining this purpose, firstly it is described that today's mathematical literacy include both of mathematics of application-oriented (functional) and the structure-oriented (theoretical) in which it is emphasized application-oriented (functional) mathematical methods. Purpose, contents, methodology, and evaluation in mathematics education are inseparably and interdependence related. Therefore, change of the purpose requires reconsideration of contents, methodology, and evaluation. Current "problem solving" is considered from the perspective of mathematical literacy, and following two research tasks will be emerged: "abstraction" and "relating with generalization and reduction". In this paper, for solving them, the solutions are explored from sides of the global viewpoint (curriculum) and the local viewpoint (teaching and learning), based on Shimada's mathematical activities. The following is suggested as a result. In the former, the principle of curriculum construction was suggested. In the latter, the necessity as follows for two points is suggested: introduction of real world problem with necessities to solve, and relating structure-oriented (theoretical) mathematics as a means for solving.
