Exploring Mathematical Literacy in 5th-Grade Elementary Students: A Case Study of Diverse Ability Levels

Abstract

This study aims to understand the mathematical literacy skills of elementary school students.
The case study method is involved in this study. The population of 5th-grade students was sampled using
purposive with students who have varying mathematical abilities (high, moderate, and low). The
instrument relies on a written test containing seven mathematical literacy questions adapted from
Wigati's thesis (2020). The analysis highlights the relationship between cumulative mathematical ability
scores and mathematical literacy. Students with high scores (SN) exhibit a good understanding of
mathematics, while those with low scores (NT) require a greater grasp of fundamental concepts. Another
student (AAA) shows higher mathematical literacy scores compared to cumulative mathematical scores,
indicating a potentially stronger theoretical understanding than practical application. Individual interviews
indicate that the material in the test questions had been previously studied by the research subjects. The
participants felt these questions were related to daily life. The three students used different arithmetic
operations to solve the questions and had a preference for questions using direct mathematical symbols.
This research attempts to identify factors influencing mathematical literacy among 5th-grade students
with the hope of contributing to the development of a more adaptive and inclusive mathematics
education. However, further research is needed for a broader generalization.