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The improvement of mathematical literacy level remains one of the fundamental problems of primary education in Turkey. In that case there is need to know students’ difficulties at solving mathematical literacy problems. This study reveals the difficulties encountered by Turkish students when solving mathematical literacy problems through the factors formed based on the structural characteristics of the questions addressed. A total of 435 middle school students (8th grade) were asked mathematical literacy questions. The data obtained from student responses were subjected to factor analysis. A six-factor structure was obtained at the end of the analysis. The obtained factors were found to have adequate variance in explaining mathematical literacy. These factors were named as making algorithmic operations, mastering rich mathematical content, mathematical inference, developing mathematical proposals and interpreting a developed proposal, understanding the mathematical equivalence of real world situations, and understanding the counterpart of mathematical language in life. The students failed in the factors of mathematical inference, developing mathematical proposals and interpreting a developed proposal, and understanding the mathematical equivalence of real world situations. The results of this study can be guiding for analyzing mathematical literacy achievement, developing a mathematical literacy scale, developing mathematics curricula, and organizing its instruction. Matematik okuryazarlığı başarı düzeyinin nasıl artırılacağı, ilköğretimin temel sorunlarından biri olmaya devam etmektedir. Bu durum, öğrencilerin matematik okuryazarlığı problemlerini çözerken yaşadıkları zorlukları bilme ihtiyacını ortaya çıkarmaktadır. Bu çalışmada, Türk öğrencilerin matematik okuryazarlığı sorularını çözerken yaşadıkları güçlükler, yöneltilen soruların yapısal özellikleri üzerinden oluşan faktörler aracılığıyla açıklanmaya çalışılmıştır. Çalışma kapsamında 435 ortaokul sekizinci sınıf öğrencisine matematik okuryazarlığı soruları yöneltilmiş ve öğrencilerin soru bazında aldıkları puanlara faktör analizi uygulanmıştır. Analiz sonucunda, altı faktörlü bir yapı elde edilmiş ve bulunan faktörlerin matematik okuryazarlığı başarısını açıklama varyansının yeterli düzeyde yüksek olduğu görülmüştür. Bu faktörler algoritmik işlem yapma, zengin matematiksel içeriğe hakim olma, matematiksel çıkarımda bulunma, matematiksel öneri geliştirme ve/veya geliştirilmiş öneriyi yorumlama, yaşamsal durumun matematik dilindeki karşılığını anlama, matematik dilinin yaşamdaki karşılığını anlama şeklinde adlandırılmıştır. Öğrencilerin matematiksel çıkarımda bulunma, matematiksel öneri geliştirme ve/veya geliştirilmiş öneriyi yorumlama, yaşamsal durumun matematik dilindeki karşılığını anlama faktörlerinde başarısız oldukları sonucuna ulaşılmıştır. Araştırmanın sonuçlarından matematik okuryazarlığı başarısının analizinde, matematik okuryazarlığı ölçeği geliştirmede, matematik öğretim programlarının geliştirilmesinde ve öğretiminin düzenlemesinde yararlanılabilir.

This study aims to determine the level of mathematical literacy in the Minimum Competency Assessment. Qualitative methods were used as the research approach, and data was collected through tests. The results showed that the research subjects required special intervention on all indicators. At the basic competency level, the subjects could explore problems and connect known elements, but they struggled with formulating problems, strategizing, interpreting, and evaluating. At the competent competency level, the subjects did not write down the results of exploring problems, but they could pass other indicators well. On the other hand, advanced competency level literacy skills fulfilled all indicators. The study findings suggest that solving mathematical literacy questions requires both understanding and reasoning skills to enable students to make effective decisions.

This study investigates the relationship between mathematical literacy and cognitive flexibility in solving complex problems among Indonesian elementary school students aged 9–10 n = 78. Utilizing a mixed-methods approach, the research combined quantitative testing and qualitative interviews to provide a comprehensive understanding of this relationship. The findings indicate that students with higher levels of both literacy and flexibility performed significantly better in problem-solving. However, students with high flexibility but low literacy struggled to grasp mathematical concepts while those with high literacy but low flexibility showed rigid problem-solving approaches. Despite these differences, all students demonstrated potential for improvement with adequate teacher support. These results emphasize the importance of tailored educational strategies to enhance both mathematical literacy and cognitive flexibility especially in developing countries like Indonesia. This study investigates the relationship between mathematical literacy and cognitive flexibility in solving complex problems among Indonesian elementary school students aged 9–10 n = 78. Utilizing a mixed-methods approach, the research combined quantitative testing and qualitative interviews to provide a comprehensive understanding of this relationship. The findings indicate that students with higher levels of both literacy and flexibility performed significantly better in problem-solving. However, students with high flexibility but low literacy struggled to grasp mathematical concepts while those with high literacy but low flexibility showed rigid problem-solving approaches. Despite these differences, all students demonstrated potential for improvement with adequate teacher support. These results emphasize the importance of tailored educational strategies to enhance both mathematical literacy and cognitive flexibility especially in developing countries like Indonesia.

This study aims to examine the levels of mathematical literacy and assessment literacy among prospective mathematics teachers in Kazakhstan, reveal the relationship between these two constructs, and identify profile differences among prospective teachers. A quantitative research design was used in the study, and data were collected from 335 teacher candidates (196 female, 135 male) from seven universities via an online survey. A scale developed based on a literature review and the PISA framework was used for mathematical literacy, while the Assessment Literacy Standards Version 6.0 scale was adapted into Kazakh for assessment literacy. A Bayesian statistical approach was adopted for data analysis, Kendall tau-b correlations were calculated, and latent profile analysis (LPA) was applied. The findings showed that teacher candidates had high perceived competence levels in all seven dimensions of both mathematical literacy and assessment literacy. Overall equality was observed in terms of the gender variable. Moderately strong positive relationships were found between all dimensions of mathematical literacy and assessment literacy. Math anxiety, however, did not show any meaningful relationship with any construct. Latent profile analysis identified three distinct groups: Assessment Experts, Assessment Practitioners, and Assessment Novices. While there were significant differences between the groups in terms of mathematical literacy, math anxiety remained similar. The study offers empirical evidence on the correlation between mathematical literacy and assessment literacy, while also uncovering the diverse composition among teacher candidates. The results show that teacher education programs need to include these two domains of literacy in a way that is connected and provide multiple ways to educate based on individual profiles.

Mathematical literacy is the ability to use mathematical knowledge in real-life situations, making it an essential component of education because of its importance in solving everyday problems. Mathematical literacy is also part of the Program for International Student Assessment (PISA) global assessment. Because of the importance of the subject, this Systematic Literature Review (SLR) investigated the relationship between students’ mathematical literacy and their ability to solve mathematical problems. This SLR uses the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) approach was used, and articles published from January 2013 to August 2023 were obtained from databases including ERIC (342), ProQuest (1,329), and Scopus (27). Following PRISMA, a total of 20 articles were included in the review. Of the 20 articles, most were conducted on junior high school students in Turkey. The majority of reviewed studies found students to have a low level of mathematical literacy, which caused difficulties in formulating problems. The examined studies also revealed several internal and external factors affecting mathematical literacy. Problems used by PISA were the most frequently employed to measure students’ mathematical literacy in the reviewed studies.

This is a further research from the previous study which describes the situation of how the school literacy movement activities at the habituation stage were implemented which was carried out by the researchers in early 2020. This research is a situation analysis on the implementation of school literacy movement activities at the development stage which becomes a part of Indonesian government program in Strengthening Character Education. The growth and development of students’ mathematical literacy is one of the final objectives of the series researches being conducted. Teachers in secondary schools around North Cimahi region were involved as research subject in this study. The data of this research were collected through questionnaires and interviews. The results presented are divided into two parts, namely: the result of general literacy development and the result of mathematical literacy development.

We report a study on mathematical literacy with special emphasis on health literacy. In particular, we identify and characterize the mathematical competencies that a citizen needs to interpret the official information on the COVID-19 pandemic as experienced in Mexico. To achieve this, we analyze the daily reports on the pandemic issued by the Mexican Ministry of Health, using the framework of mathematical competencies as a theoretical lens. Our results show that there are five necessary competencies to interpret the official information: mathematical communication, mathematical representation, mathematical symbols and formalism, mathematical modeling, and mathematical reasoning competency. After characterizing and illustrating these competencies, we close the paper with a reflection on the importance of mathematical literacy in a pandemic world.

This article reports on a study carried out with a group of 108 practising Mathematical Literacy (ML) teachers who participated in an Advanced Certificate in Education (ACE) programme. The purpose of the qualitative study was to identify and describe the teachers’ varying levels of engagement with mathematics tools and resources. The teachers were given questions based on financial mathematics as part of a routine assessment, including questions based on other aspects of the module. Their written responses to the selected test items were analysed. Thereafter 13 teachers were interviewed individually with the purpose of confirming or disconfirming the categories identified by the initial script analysis. The analysis identified varying levels of skill in using the mathematics and contextual resources and tools. The study also found that success in the items required flexible participation in both the mathematics and contextual domains.

With the rise of the internet wave in the twenty-first century, adolescents’ internet usage patterns have become increasingly widespread and diverse, drawing growing attention to how these preferences influence subject-specific literacy development. Based on data from the Programme for International Student Assessment (PISA) 2022 in Hong Kong, China, this study focuses on three typical usage patterns—learning-oriented, social-oriented, and entertainment-oriented internet preferences—to examine their effects on secondary students’ mathematical literacy and associated heterogeneous impacts. Employing propensity score matching and causal forest methods for empirical analysis, the findings reveal that: (1) Learning-oriented internet preferences have a small but statistically significant positive effect on mathematical literacy; (2) Social-oriented and entertainment-oriented internet preferences exhibit significant negative effects on mathematical literacy; (3) Heterogeneity analysis indicates that learning-oriented preferences provide stronger benefits for “disadvantaged” students (those with lower family socioeconomic status and insufficient family support); (4) Social-oriented and entertainment-oriented preferences demonstrate more pronounced negative effects on “advantaged” students (those with higher family socioeconomic status and stronger family support and teacher support). These results offer new empirical evidence for understanding the relationship between internet usage preferences and mathematical literacy, with important implications for designing targeted educational interventions.