Number Talks as a Pedagogical Practice for Strengthening Mathematical Literacy and Student Wellbeing: A Systematic Review Mahfudz Reza Fahlevi
Institut Agama Islam Negeri Syaikh Abdurrahman Siddik Bangka Belitung, Indonesia
Abstract
Low numeracy levels remain a global educational challenge, including in Indonesia. The National Numeracy Movement (Gerakan Numerasi Nasional/GNN) calls for a transformation in mathematics learning, from rote memorization toward cultivating numeracy as a habit of mind. Number Talks has emerged as a potential pedagogical intervention, fostering number sense through a humanistic approach that values classroom discourse and ultimately supports numeracy development. This study aims to systematically examine the conceptualization of Number Talks, its technical characteristics, and its contributions to mathematical literacy and student wellbeing. Using the Systematic Literature Review method with PRISMA guidelines, a search of the Scopus database yielded 17 articles for analysis. The findings reveal three main points. First, Number Talks is conceptualized multidimensionally: as a mental computation routine, as math-talk, as a vehicle for mathematical literacy, as a student-centred teaching practice, and from foundational perspectives. Second, its technical characteristics operate effectively across three domains: structural, interactional, and adaptive. Third, Number Talks contributes holistically to the MESH Learning dimension through building mathematical discourse communities, developing communication skills, and fostering collaborative learning- and to Student Wellbeing through enhancing self-confidence, reducing math anxiety, and supporting emotional regulation. These findings position Number Talks as a promising pedagogical practice for strengthening mathematical literacy while simultaneously attending to students affective and social needs, a dual contribution that aligns with contemporary educational priorities. Number Talks deserves consideration as a good practice for implementing the National Numeracy Movement (GNN) at the classroom level, with further research needed to test its effectiveness in the Indonesian context.
