Mathematical literacy: Parallels between the <scp>PISA</scp> mathematics framework and Vietnam's mathematics curriculum

Abstract Mathematical literacy (ML) has gained growing attention in recent years across many countries, as it focuses on equipping individuals with the mathematical understanding necessary to navigate real‐life situations effectively. The paper examines the alignment between Vietnam's mathematics curriculum and the OECD‐PISA 2022 Mathematics Framework, focusing on mathematical reasoning and problem‐solving processes, content knowledge, contextual applications and 21st‐century skills. Employing a qualitative‐descriptive approach through content analysis of official curriculum documents, the research identifies significant parallels between two frameworks regarding core mathematical content, context and problem‐solving strategies. However, disparities emerge in Vietnam's delayed emphasis on statistical variability and underdeveloped integration of higher‐order skills like computational thinking, critical thinking and systems thinking. Gaps also persist in fostering model critique, probabilistic reasoning and flexible representation of real‐world phenomena. To address these discrepancies, it is recommended to enhance statistical literacy, embed technological tools for modelling and expand occupational and inquiry‐based learning contexts in the curriculum. These adjustments aimed to align Vietnam's educational outcomes with global standards and equip students to navigate 21st‐century challenges through a robust, context‐driven mathematics education framework. Future research should examine curriculum enactment and cross‐country comparative studies.