My goal is to contribute to the discussion of how elementary education and labor activities contribute to the mathematical literacy of people. I examine some aspects of how youths and adults acquire mathematical knowledge and tools, both through elementary-education programs and through engaging in occupations that do not require much schooling. I focus on the concept of proportionality because it cuts across elementary education, it serves as a base for more advanced mathematics, and it is an asset for work and for interaction in different fields of social activity. I explain how the Mexican educational system fails to accomplish one of its fundamental obligations: to ensure that the people it serves obtain the symbolic tools that are necessary for enhancing their mathematical thinking, and their ways of relating to the world. I also explain how some occupational and commercial activities contribute to people's development of mathematical knowledge and skills that are useful for dealing with problems that emerge in specific contexts. However, I argue that it is important to keep in mind that the latter kind of learning is strongly situated and has limitations worth pointing out.
Mathematical Literacy; Elemental Education; Youths and Adults; Proportions, Cognitive Process; Solution Strategies
