Investigating Cognitive Processes Underlying Mathematical Literacy: A Case Study of Junior High School Students

Abstract

Mathematical literacy is a key competence underpinning students’ mathematical thinking and real-world problem-solving abilities. This study aimed to explore junior high school students’ mathematical literacy through the lens of mathematical self-efficacy (MSE) when solving systems of linear equations. An analytical qualitative case study design was employed to investigate in depth the cognitive and metacognitive processes of eighth-grade students representing high, moderate, and low levels of MSE. Data were collected through validated MSE questionnaires, contextual written tasks, and semi-structured interviews. The analysis focused on students’ engagement across the formulation, employment, and interpretation stages of mathematical literacy. The findings indicate that students with high MSE demonstrated strong abilities in problem identification, formulation, and reflective evaluation. Students with moderate MSE were able to identify and formulate problems but experienced difficulties in procedural execution and solution interpretation. In contrast, students with low MSE showed uncertainty at the formulation stage, which constrained their overall mathematical literacy performance. These findings highlight the critical role of mathematical self-efficacy in shaping students’ cognitive engagement and underscore the importance of instructional environments that support mathematical discourse, metacognitive awareness, and vocabulary development to enhance mathematical literacy.