Mathematical literacy is the ability to use mathematical knowledge in real-life situations, making it an essential component of education because of its importance in solving everyday problems. Mathematical literacy is also part of the Program for International Student Assessment (PISA) global assessment. Because of the importance of the subject, this Systematic Literature Review (SLR) investigated the relationship between students’ mathematical literacy and their ability to solve mathematical problems. This SLR uses the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) approach was used, and articles published from January 2013 to August 2023 were obtained from databases including ERIC (342), ProQuest (1,329), and Scopus (27). Following PRISMA, a total of 20 articles were included in the review. Of the 20 articles, most were conducted on junior high school students in Turkey. The majority of reviewed studies found students to have a low level of mathematical literacy, which caused difficulties in formulating problems. The examined studies also revealed several internal and external factors affecting mathematical literacy. Problems used by PISA were the most frequently employed to measure students’ mathematical literacy in the reviewed studies.

Teachers play a crucial role in disseminating knowledge in educational settings, typically adhering to a credulist-testimonial approach outlined in pedagogical literature. Consequently, students often acquire knowledge through this method, potentially leading to discrepancies between their conceptual understanding and the intended educational objectives. This study investigates the phenomenon of learning obstacles encountered by junior high school students, with a particular emphasis on mathematics education. It is part of a series of Didactical Design Research (DDR) projects aimed at developing effective instructional materials. Employing an interpretive paradigm within the DDR framework, the study adopts a qualitative approach utilizing hermeneutic phenomenology design. Various research tools such as diagnostic assessments, interview guidelines, observation sheets, and audio recordings are employed. Data analysis is conducted using the Constant Comparative Method (CCM). The findings highlight ontogenic, didactic, and epistemological obstacles students face, stemming from factors such as a lack of interest in mathematics, ineffective material presentation, and misconceptions regarding set concepts. These results underscore the importance of educators employing effective teaching strategies to help students overcome these obstacles and succeed in their mathematics education.

Singapore has successfully implemented mathematics textbooks as a widely referenced part of the curriculum. Nevertheless, not all countries can fit into the offered concept. There are gaps and other interesting factors to investigate, especially regarding the comparison with Indonesia. This study aimed to compare the concepts of Singaporean and Indonesian textbooks on a more specific topic, namely the concept of mathematical sets. The comparative study was conducted on two official handbooks of the two countries, which were reviewed in praxeology (T, τ, θ, and Θ). The research data were limited to the topic of the concept of sets in the two books, ignoring other material as part of the depth of the study. Qualitative research with a hermeneutic phenomenology approach was chosen as an alternative method, and this study is a study at the prospective stage of the entire series of Indonesian versions of didactical design research. The data showed a uniqueness, characterizing the textbooks’ quality from each perspective. The similarity and specialization of the textbooks were indicated by the type of task regarding the definition of sets (T1) and the form of the praxis block. There were striking differences in the complexity of task design in influencing the perceptual, memorial, introspective, and a priori. The characteristics of material presentation considered the students’ culture and character in each country, making these textbooks worthy of reference. Although studying math topics was quite tricky, a praxeological study of textbooks from both countries provided a new perspective on how task design played an essential role in making material presentation more acceptable to students.

This research aims to assess the extent of knowledge prospective teachers possess in designing didactic designs using technology, emphasizing the use of ChatGPT This research aims to assess the extent of knowledge prospective teachers possess in designing didactic designs using technology, emphasizing the use of ChatGPT