<![CDATA[Mathematical literacy involves formulating situations mathematically, employing appropriate concepts and procedures, and interpreting and evaluating results in context. This study explored how university students enacted mathematical literacy when solving everyday contextual problems. An exploratory qualitative design involved eight students from the Mathematics Education Study Program at Universitas Nias, Indonesia. Data were collected through written responses to three contextual problems concerning financial management, transportation choices, and campus purchasing data. Five participants were subsequently interviewed using semi-structured interviews to deepen understanding of their reasoning and decision-making. Analysis involved organizing written responses according to the mathematical literacy processes in the PISA framework, repeatedly examining written responses and interview information, comparing solution approaches and interpretations across participants, and interpreting similarities and differences in relation to the contextual problems. Participants generally identified relevant quantitative information and applied basic mathematical concepts and procedures. However, their approaches varied in recognizing constraints, considering multiple criteria, adapting strategies when conditions changed, interpreting data variation, and responding to uncertainty. These exploratory findings suggest that contextual problem solving involves not only obtaining numerical results but also evaluating their meaning and relevance to specific situations. The observed patterns are described as context-responsive mathematical reasoning, a descriptive interpretation rather than a new dimension of the PISA framework.]]>
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