EXPLORING FOURTH-GRADE STUDENTS’ NUMERACY LITERACY SKILLS IN SOLVING MATHEMATICAL WORD PROBLEMS

Abstract

Numeracy literacy is an essential competency for elementary school students in solving contextual problems, particularly mathematical word problems. This study aims to analyze fourth-grade students’ numeracy literacy skills in solving mathematical word problems, identify their problem-solving difficulties, and examine the factors influencing their performance. A descriptive qualitative approach using a case study method was employed. The participants consisted of five fourth-grade students representing high, medium, and low ability levels selected through purposive sampling, alongside one classroom teacher as a supporting informant. Data were collected through written tests, direct observations, semi-structured interviews, and instructional documentation. Data were analyzed using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing. The findings revealed that students' overall numeracy literacy achievement was low at an average of 52%, with error analysis across Polya’s stages indicating the highest difficulty in solution evaluation (60% error) due to procedural calculations without contextual comprehension. In conclusion, students’ low numeracy literacy is primarily driven by difficulties in understanding problems, developing strategies, and engaging in reflective thinking, highlighting the need for contextual, student-centered learning to foster critical thinking and problem-solving skills.