Mathematical literacy of primary school students in the context of mathematical modeling

This study aimed to investigate the mathematical literacy skills of fourth-grade primary school students in the process of mathematical modeling and their views on the modeling process. Mathematical modeling activities were carried out with students for four weeks in this context. The study group consisted of 15 fourth-grade students. Students’ solution and report papers, video recordings, and students’ diaries were used to collect the data, and the data underwent content analysis. The results showed that fourth-grade primary school students have a moderate level of mathematics literacy skills. Within the realm of skills in mathematical literacy, students had the highest scores in communication, representation, and problem-solving strategies creation skills. Conversely, their scores in symbolic skills were the lowest. It was determined that as students engaged in modeling activities, they had an increasing sense of comfort and proficiency, resulting in more efficient problem-solving. Students predominantly highlighted the modeling process in terms of the promotion of values such as teamwork, collaboration, and solidarity. It is possible to assert that mathematical modeling activities facilitate students’ cognitive processes as well as provide them with emotional and social support.