In the context of the Fourth Industrial Revolution, a world of
continuous alterations is glimpsed where science and technology are
at the base of economic competitiveness and where innovation plays
a strategic role in global competition, so that they are forced to
cover a series of requirements to compete successfully in an
increasingly globalized economy, including high investments in both
education and research. Along these lines, the formation of
mathematical learning is important because it is oriented towards
the development of a set of skills with the aim of resolving
situations of daily and professional lives. It focuses on the
acquisition of employing the different ways of representing
information in the form of models, constructions, and graphs to
determine the best decision making. In this sense, it includes the
mastery of the handling of numbers, measures, and structures to
carry out the interpretation of operations and representations of a
quantitative nature on personal and professional situations. For a
society to favor innovation, the use of mathematical information is
an essential condition that allows the development of creativity
and analysis of information. Mathematics education plays a vital
role in this development. Developing Mathematical Literacy in the
Context of the Fourth Industrial Revolution studies the formation
of mathematical abilities in the context of the Fourth Industrial
Revolution regarding its development of both teaching and learning
strategies, as well as the use of ICT and its use in the
development of this discipline in students. It is important that
teachers of any educational level reorient their teaching
strategies and their role as educators. Therefore, the chapters
discuss up-to-date and relevant information on teaching and
didactic tasks in the subject of mathematics. This book highlights
mathematical pedagogies, ICT in mathematics learning, teacher
training, and classroom strategies for mathematics. It is intended
for teachers, pedagogical advisors, business trainers, higher
education staff, administrators, teacher educators, practitioners,
stakeholders, researchers, academicians, and students interested in
mathematical literacy in the fourth industrial revolution.
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