<![CDATA[Numeracy and reflective thinking are essential competencies for students in contemporary mathematics learning. Numeracy extends beyond performing mathematical operations to applying mathematical concepts in meaningful contexts, while reflective thinking enables students to evaluate their reasoning, identify errors, and develop more effective problem-solving strategies. This study aims to identify, analyze, and synthesize research findings concerning the role of numeracy in developing elementary students’ reflective thinking. A Systematic Literature Review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Relevant studies were identified, screened, assessed for eligibility, and thematically analyzed based on predetermined inclusion criteria. The findings indicate that numeracy contributes to the development of reflective thinking by supporting problem-solving, mathematical reasoning, metacognition, and decision-making. The reviewed studies also suggest that problem-based learning, contextual learning, and metacognitive strategies can strengthen the relationship between numeracy and reflective thinking. These findings highlight the importance of integrating numeracy development with learning approaches that encourage students to examine, evaluate, and regulate their mathematical thinking. Therefore, strengthening numeracy in elementary mathematics education can provide a meaningful foundation for developing students’ reflective thinking and supporting their long-term mathematical learning.]]>
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