<p>This paper introduces a framework of eight distinct numeracies, each corresponding to a critical domain of social life, to support citizenship education in mathematics. Drawing from the New Literacy Studies and justice-oriented citizenship education, I argue that numeracy is not a generic set of skills, but a collection of situated practices shaped by specific social, cultural, and institutional contexts. The paper critiques approaches that treat “real-life” contexts as superficial and emphasizes the need to select contexts intentionally to foster civic and democratic engagement. Each numeracy, ranging from health and culture to finance and climate change, is conceptualised in relation to the orientations it mobilizes for personal and collective action. By recognizing numeracy as embedded in everyday practices, the framework helps researchers and practitioners align mathematics education with broader goals of equity and social transformation. The paper concludes by outlining implications for teachers, curriculum developers, and researchers, calling for educational practices that acknowledge and support the multiple numeracies individuals already engage with in their lives, in order to promote more responsive and meaningful mathematics education for citizenship.</p>