Numerical Reasoning and Financial Literacy Readiness Among Grade 6 Learners

Abstract

This study addressed the growing need to understand how learners’ mathematical thinking supports their preparedness for practical financial decision-making in the elementary years. Anchored in a quantitative readiness-mapping correlational design, it focused on Grade 6 learners of Cabeceria 6 Elementary School in the City of Ilagan, Isabela. The investigation assessed numerical reasoning in terms of number sense, problem-solving ability, pattern recognition, and interpretation of numerical information, alongside financial literacy readiness in terms of money awareness, budgeting readiness, saving behavior, and responsible spending decisions. Data were obtained through a validated researcher-made instrument with an overall Cronbach’s alpha of 0.91, indicating excellent internal consistency. The findings showed that the learners manifested a moderate level of numerical reasoning and a moderate level of financial literacy readiness. Pattern recognition and money awareness emerged as relatively stronger areas, while interpretation of numerical information and budgeting readiness appeared as the most limited aspects. Readiness profiling further indicated that most learners fell within the developing readiness category. Canonical correlation analysis revealed a significant relationship between numerical reasoning and financial literacy readiness, suggesting that stronger reasoning skills were associated with better preparedness for basic financial choices. The results underscored the importance of integrating contextualized numeracy tasks into classroom instruction to strengthen both mathematical understanding and practical financial readiness among elementary learners.