Math Literacy Instruction and Reading Theories: A Systematic Review

• In Event: The Connection Between Literacy Theories, Research, and Instructional Practice: Systematic Reviews

Abstract

Objectives
Math literacy, distinguished from specific math calculation skills, refers to “ an individual capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgments, and to engage in mathematics in ways that meet the needs of that individual’s current and future life as a constructive, concerned and reflective citizen.” (OECD, 1999) This systematic review aims to identify key themes, literacy skills, and guiding theories in math literacy articles published in the Journal of Adolescent and Adult Literacy (JAAL) from 2013 to 2024. It seeks to understand prevailing trends and focal points in math literacy research in the context of K-12 education.
Theoretical Framework
This review applies the analytical framework by Wright et al. (2016) and Alvermann et al. (2019) to explore examine math literacy instruction. Grounded in reading theories and literacy skills, it examines how background knowledge, social interaction, and cognitive processes influence math literacy development. The study aimed to analyze math literacy instructional practices in relevant papers published in JAAL, offering insights into math literacy research in its publications.
Methods and Data Sources
Guided by Xiao and Watson (2017), the current review involved a systematic search of articles published in the JAAL from 2013 and 2024, using keywords including "math," "literacy," "numeracy," and "mathematics." Among the 270 articles retrieved from the initial search, 18 met all the inclusion criteria. Four coders were involved in the screening procedure, with discrepancies resolved through discussion. Full-text articles were coded for specific literacy skills and underlying theoretical frameworks. An inter-rater agreement rate of 100% was achieved in screening; and an inter-rater agreement rate of 95% was achieved in coding.
Results
This systematic review identified three primary themes in mathematics literacy articles: instruction, professional development, and assessment. The majority of articles focused on instructional approaches, emphasizing the integration of literacy skills into mathematics education. Notably, reading and writing were extensively discussed, while speaking and listening skills received attention, though to a lesser extent. Theoretical frameworks guiding these discussions predominantly included schema theory and social constructivism, reflecting the importance of background knowledge activation and social interaction in mathematics literacy instruction. While other theories, such as social cognitive theory and dual coding theory, were also present, they were less prevalent. These findings highlight the ongoing need for research to further explore assessment practices in mathematics literacy and to broaden the scope of literacy skills addressed, particularly in speaking and listening, to ensure comprehensive support for students' mathematical understanding and communication abilities.
Scholarly Significance
This systematic review highlights key themes, literacy skills, and theoretical frameworks in math literacy research within adolescent and adult education. It extends the scope of Wright et al. (2015), which focuses on science literacy, to an important but under-researched content area, math literacy, and offers insights into current trends in JAAL publications and providing practical implications for educators, curriculum developers, and policymakers aiming to enhance math literacy instruction effectively.

Authors

• Yanbing Chen, Texas A&M University

• Francisca Briandt, Texas A&M University

• Hamza Benzina, Texas A&M University

• Chunliu Han, Texas A&M University

• Zohreh R. Eslami, Texas A&M University