<![CDATA[Mathematical literacy is an essential competency for preservice mathematics teachers. One affective factor that may influence this competency is mathematics anxiety. This study aimed to examine differences in mathematical literacy among mathematics education students based on their levels of mathematics anxiety. The study employed a quantitative approach with a comparative design, involving 25 students selected through purposive sampling. The research instruments consisted of a mathematics anxiety questionnaire and a mathematical literacy test. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s test for homogeneity of variances, one-way analysis of variance (ANOVA), and Tukey’s honestly significant difference (HSD) post hoc test. The results indicated that the data met the assumptions of normality and homogeneity of variances. One-way ANOVA revealed no statistically significant differences in mathematical literacy across mathematics anxiety levels (F(2, 22) = 0.631; p = 0.541). Tukey’s HSD post hoc test also showed that all pairwise group comparisons yielded p-values greater than 0.05. Nevertheless, descriptive statistics indicated a tendency for mean mathematical literacy scores to decrease as mathematics anxiety levels increased. Thus, this study did not provide evidence of statistically significant differences in students’ mathematical literacy based on their mathematics anxiety levels. Future research should employ larger samples and consider other factors that may influence mathematical literacy.]]>
