<![CDATA[This study examined whether GeoGebra-based adaptive teaching materials were associated with higher numeracy literacy performance and whether numeracy literacy differed between students with growth and fixed mindsets. A quantitative approach was employed using a non-equivalent post-test-only control group design. The participants were 128 Year 7 students from two junior secondary schools in Padang, Indonesia. Data were collected through a numeracy literacy test and a mindset questionnaire. The data were analyzed using the Mann–Whitney U test because the score distributions did not fully satisfy the normality assumption. The findings showed that students who learned through GeoGebra-based adaptive teaching materials achieved a higher mean numeracy literacy score (75.89) than those receiving conventional instruction (58.70). This difference indicates that integrating adaptive instructional support with dynamic GeoGebra representations was associated with better numeracy literacy performance in two-dimensional geometry. However, the mean score of students classified as having a growth mindset (70.20) was only descriptively higher than that of students with a fixed mindset (65.43), with no statistically significant difference between the groups. These findings suggest that GeoGebra-based adaptive teaching materials offer a promising approach to supporting numeracy literacy, whereas mindset category alone did not distinguish students’ performance in this sample.]]>
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