Analysis of the Numeracy Literacy Profile of Elementary School Students in Solving Contextual Mathematical Problems
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Abstract
Understanding elementary school students’ numeracy literacy in contextual mathematical problem-solving can inform the assessment of learning needs and the design of mathematics instruction. This study analyzes numeracy literacy across four competencies: understanding mathematical information, formulating mathematical problems, employing mathematical concepts and procedures, and interpreting results in real-life contexts. The study adopts a quantitative descriptive survey framework involving 60 elementary school students selected through purposive sampling. Assessment uses a contextual mathematical problem-solving test, with analysis based on descriptive statistics, including mean scores, percentages, and achievement categories. The reported findings derive from illustrative simulated data, which yielded an overall numeracy literacy score of 68.45%, classified as moderate. Performance was highest in understanding mathematical information (78.20%), followed by employing mathematical concepts and procedures (70.15%), formulating mathematical problems (65.30%), and interpreting results in real-life contexts (60.15%). Within this simulated profile, identifying numerical information and applying basic procedures emerged as relative strengths, while translating contextual situations into mathematical models and interpreting results meaningfully presented greater difficulties. This illustrative analysis demonstrates how assessment across these competencies can differentiate numeracy learning needs and guide instructional planning. It highlights the potential relevance of contextual, problem-based, and reflective mathematics instruction for connecting mathematical concepts with everyday experiences. Further research should examine the effectiveness of instructional interventions in strengthening students’ contextual mathematical problem-solving abilities.
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