Reading and Numeracy Literacy as Predictors of Fifth-Grade Elementary Students’ Fraction Problem-Solving Ability

Abstract

Mathematical problem-solving ability is an essential competence in 21st-century learning, particularly in solving contextual problems. This study aims to analyze the role of reading literacy and numeracy literacy in predicting elementary students’ mathematical problem-solving ability on fraction topics. This study employed a quantitative approach with a correlational (ex post facto) design involving 35 fifth-grade students at SD Sabir, Bireuen, Aceh, selected through total sampling. The research instruments consisted of a numeracy literacy test integrated with reading literacy and a mathematical problem-solving test, each comprising five essay items, which met validity (r = 0.501–0.759; p < 0.05) and reliability (Cronbach’s Alpha = 0.760) criteria. Data were analyzed using multiple linear regression with Jamovi after fulfilling prerequisite tests. The results showed that reading literacy and numeracy literacy simultaneously had a significant effect on mathematical problem-solving ability, with a contribution of 58.9% (R² = 0.589; p < 0.001). However, partially, reading literacy did not have a significant effect (p = 0.141), whereas numeracy literacy had a significant and dominant effect (p < 0.001). These findings indicate that numeracy literacy is the primary factor supporting students’ mathematical problem-solving ability, while reading literacy plays a supporting role in understanding problem contexts. This study highlights the importance of integrating numeracy literacy in mathematics learning through contextual approaches and multiple mathematical representations. This study contributes to the field of elementary mathematics education by providing empirical evidence on the predictive role of reading literacy and numeracy literacy in enhancing fifth-grade students’ ability to solve fraction problems.