Developing Literacy Skills in Mathematics

(A Pathway to Deep Understanding and Problem-Solving)

Abstract

Mathematical literacy extends beyond procedural fluency and encompasses the ability to formulate, apply, and interpret mathematical knowledge across diverse real-life contexts. Despite growing recognition of the importance of developing mathematical literacy among middle school students, as emphasized in international assessment frameworks such as PISA, empirical evidence regarding the effectiveness of targeted educational interventions remains limited. Therefore, this study aimed to investigate the effectiveness of a literacy-based intervention in enhancing mathematical knowledge and problem-solving abilities among eighth-grade students in Jordan. A quasi-experimental research design was employed involving a sample of 146 eighth-grade students selected randomly from four schools in Al-Wasatiya District, Jordan. Participants were assigned to an experimental group (n = 74) and a control group (n = 72). The experimental group participated in an eight-week intervention program that incorporated mathematical vocabulary instruction, mathematical text reading strategies, and authentic problem-solving activities, with a primary emphasis on communication and mathematical representation. In contrast, the control group received conventional instruction. Data were collected through pretests and delayed posttests administered twenty months after the intervention to assess mathematical knowledge and problem-solving performance. Analysis of variance (ANOVA) revealed statistically significant differences in favor of the experimental group in mathematical comprehension, F(1,143)=42.67, p<.001, and problem-solving performance, F(1,143)=38.94, p<.001. The reported effect sizes indicated high practical significance of the intervention. The findings suggest that integrating literacy-oriented practices within mathematics instruction contributes substantially to conceptual understanding and problem-solving competence. The study supports the incorporation of mathematical literacy strategies as an integral component of mathematics education rather than treating them as supplementary instructional activities.