Mathematical Problem Solving and Numeracy in Mathematics Education: A Systematic Literature Review

Mohammad Yusuf Randy, Ni Luh Sakinah Nuraini, Sigit Wibowo, Herra Aprillia Sabrina, Titis Angga Rini

Abstract


Educators and policymakers prioritize mathematical problem solving and numeracy in contemporary mathematics education. This systematic literature review investigates how instructional strategies, technological interventions, and internal cognitive factors influence students' mathematical problem solving and numeracy skills. The researcher applied the Preferred Reporting Items for Systematic Reviews and Meta Analyses (PRISMA) guidelines to conduct the study. The researcher extracted 30 primary empirical journal articles published between August 2016 and August 2026 from the Scopus database using strict Population, Intervention, Comparison, Outcomes, and Study Design (PICOS) criteria. The findings indicate that interactive digital tools, such as GeoGebra and educational artificial intelligence, transform procedural learning into conceptual understanding. Furthermore, contextual pedagogical frameworks, including ethnomathematics and the Science, Technology, Engineering, Mathematics, and Educational Neuroscience teaching model, successfully connect abstract mathematical concepts directly to real-world applications. The synthesis reveals that robust working memory, high mathematical self-efficacy, and strong reading comprehension directly improve students' ability to solve complex word problems. Additionally, targeted digital programs and virtual interaction units effectively accommodate the specific cognitive needs of students with intellectual disabilities and neurological conditions. The review provides a comprehensive framework for educators to evaluate students' internal psychological variables and integrate tailored digital interventions to optimize mathematics instruction.

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References


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