Improving students’ mathematical literacy through teaching motion-related problems

Abstract

Mathematical literacy has become a key objective of modern mathematics education, as it reflects students’ ability to apply mathematical knowledge to real-life situations. In middle school algebra, many students experience difficulties in connecting abstract concepts with practical applications, particularly when solving word problems. Motion-related word problems, involving relationships between speed, time, and distance, provide a meaningful context for addressing this challenge. This study examines how teaching motion-related word problems can contribute to improving students’ mathematical literacy in grades
7–9. Using a mixed-methods approach, the research integrates literature analysis, classroom observations, and semi-structured teacher interviews to explore students’ problem-solving processes and learning outcomes. Selected motion-related problems are analyzed to demonstrate how contextual tasks support interpretation, modeling, and real-world application of algebraic concepts. The findings indicate that motion-related word problems enhance students’ understanding of algebra by encouraging reasoning, modeling, and reflection. Students show improved ability to interpret problem contexts, construct mathematical representations, and justify their solutions. Teacher feedback also suggests increased student engagement and motivation when algebra is taught through real-life motion scenarios. Overall, the study concludes that integrating motion-related word problems into algebra instruction is an effective strategy for developing students’ mathematical literacy..