Fostering Mathematical Literacy in Primary Education through Classroom Assessment: A Systematic Literature Review

Retni Paradesa; Zulkardi Zulkardi; Ratu Ilma Indra Putri; Darmawijoyo Darmawijoyo

doi:10.62775/edukasia.v7i2.2209

Authors

Retni Paradesa Universitas Sriwijaya https://orcid.org/0000-0003-0855-7412
Zulkardi Zulkardi Universitas Sriwijaya
Ratu Ilma Indra Putri Universitas Sriwijaya
Darmawijoyo Darmawijoyo Universitas Sriwijaya

DOI:

https://doi.org/10.62775/edukasia.v7i2.2209

Keywords:

Mathematical literacy; Classroom Assessment; Primary school students; Digital assessment; Feedback literacy; Self-regulated learning

Abstract

Mathematical literacy requires primary students to formulate, employ, and interpret mathematics in meaningful situations, yet classroom assessment often remains dominated by routine and procedural tasks. This systematic literature review examined how classroom assessment, including technology-enhanced practices, can foster mathematical literacy in primary education. Scopus and ERIC were searched between January and March 2025 for studies published from 2014 to 2025. Following PRISMA 2020 procedures, 1,200 records were identified, 230 full texts were assessed, and 51 studies meeting the eligibility and quality criteria were synthesized thematically. Five interdependent domains emerged: assessment design and validity; technological features; feedback and feedback literacy; student engagement and self-regulated learning; and teacher assessment literacy and systemic conditions. Classroom assessment supported mathematical literacy when authentic, cognitively demanding tasks were combined with actionable feedback, revision, multimodal representations, and instructional decisions. Digital platforms, automated feedback, adaptive support, and learning analytics strengthened these processes, but technology alone was insufficient when assessment remained test-centered or infrastructure and teacher capacity were limited. The review proposes a Pedagogy–Technology Integration Framework linking assessment design, technological affordances, feedback, learner regulation, and mathematical literacy. The findings support assessment reform aligning curriculum, digital infrastructure, teacher professional learning, and formative practices around reasoning, modelling, and contextual problem solving.

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