Pathways to Enhanced Math Literacy among Elementary School Children

Abstract

This study examined the factors influencing the mathematical literacy of early-grade. Utilizing a descriptive-correlational research design, the study assessed 93 pupils from Grades 1 to 3 using the Early Grade Mathematics Assessment (EGMA), which measured competencies in number identification, quantity discrimination, pattern recognition, and arithmetic operations. Supplementary data were gathered through questionnaires assessing parental and home environment, technology-related factors, school-related conditions, and social-emotional aspects. Results indicated that learners generally achieved “Satisfactory” performance across all mathematical indicators. While most contextual variables did not show significant correlations with math achievement, a notable negative relationship was found between both home and social-emotional factors and word problem-solving skills. Additionally, school-related factors were significantly linked to learners' pattern recognition abilities. The findings underscore the importance of holistic interventions that address both cognitive and non-cognitive factors to enhance mathematical literacy, informing future educational policies and school-based support programs.