Navigating the Complex Landscape of Factors Influencing Mathematical Literacy at the Elementary Level

Abstract

This study assessed the mathematical literacy of elementary pupils. It aimed to evaluate learners’ performance in number identification, quantity discrimination, missing number (patterns), basic arithmetic operations, and word problem-solving, and to examine the relationships between mathematical performance and selected variables, including parental and home environment, technology-related factors, school-related factors, and social-emotional factors. A total of 93 pupils from Grades 1 to 3 participated in the study. Data were gathered through standardized EGMA tests and structured questionnaires, with results analyzed using descriptive statistics and Pearson correlation. Findings revealed that learners’ overall performance in mathematics was satisfactory across all assessed domains. However, no significant relationships were found between learners’ performance and their parental environment, school factors, or social-emotional factors. A weak but significant negative correlation was observed between technology-related factors and quantity discrimination, suggesting that increased exposure to technology may hinder rather than enhance specific math skills if not used appropriately. These results underscore the importance of context-specific, quality-focused interventions in both home and school settings. The study concludes that improving mathematical literacy requires a more integrated approach that considers the effective implementation of support systems, rather than relying solely on their presence.