Аннотация
This systematic review investigates recent empirical research on mathematical literacy, focusing on real-life problem-solving, instructional methods, influencing factors, and assessment practices. Drawing from 37 peer-reviewed studies published between 2015 and 2024, the review synthesizes findings related to frequently studied constructs, targeted mathematical domains, educational levels, and the effectiveness of various pedagogical interventions. The results indicate that mathematical literacy, achievement, and problem-solving are the most commonly examined outcomes, with algebra and geometry being the most frequently addressed content areas. Instructional approaches such as realistic mathematics education, problem-based learning, and STEM-integrated models consistently show positive impacts on students’ mathematical literacy. However, students continue to struggle with context-based problem formulation and interpretation. Cognitive factors such as executive function and self-efficacy, along with contextual variables like socio-economic status and language proficiency, significantly influence student outcomes. The review also highlights gaps in assessment practices and the need for improved teacher training. Implications for policy, practice, and future research are discussed to support the development of mathematical literacy as a key 21st century competency.