Abstract
Mathematical literacy is a key competency in mathematics education, requiring learners to formulate, employ and interpret mathematics in authentic real-world contexts. Although Problem-Based Learning (PBL) has demonstrated potential to support mathematical learning, evidence on how cultural contexts are integrated into PBL to foster mathematical literacy remains fragmented. This systematic literature review examined research trends in culturally responsive PBL, identified approaches for integrating cultural and ethnomathematical elements into PBL, analyzed how these approaches support mathematical literacy and developed an evidence-informed conceptual framework for future research. Following PRISMA 2020 guidelines, the search covered studies published from January 2018 through March 2026 and was conducted in Scopus and Web of Science. The search identified 1,847 records. After removal of duplicates, 1,312 records were screened, 287 full-text articles were assessed for eligibility and 198 were excluded, resulting in 89 studies for the final synthesis. Bibliometric analysis and thematic synthesis identified three major research themes: problem-based mathematics learning, culturally responsive and ethnomathematics-based instruction and mathematical literacy development. The synthesis also identified three levels of cultural integration in PBL, ranging from cultural representation to cultural transformation. Deeper integration showed greater potential to support students’ abilities to formulate, employ and interpret mathematics. Based on these findings, the review proposes the Culturally Responsive Problem-Based Mathematical Literacy (CR-PBML) Framework, which conceptualizes culturally meaningful problem contexts as a pedagogical mechanism linking learners’ sociocultural experiences with mathematical literacy development. The framework offers theoretical guidance for future research and practical implications for curriculum development and mathematics instruction.
Keywords: Culturally Responsive Pedagogy, Ethnomathematics, Mathematical Literacy, Mathematics Education, Problem-based Learning, Systematic Literature Review.