This conceptual meta-synthesis explores the intersections between mathematical literacy and the philosophy of mathematics education, revealing how these two fields mutually enrich the theoretical and practical dimensions of mathematics teaching and learning. Mathematical literacy, traditionally understood as the ability to use mathematics for solving real-world problems, has evolved into a multidimensional construct encompassing reasoning, communication, reflection, and ethical awareness. Meanwhile, the philosophy of mathematics education interrogates the epistemological, ontological, and axiological foundations of mathematics, emphasizing its nature as a human and cultural practice rather than a static system of truths. By integrating philosophical perspectives—particularly constructivism, fallibilism, and socioepistemology—this study argues for a humanistic reconceptualization of mathematical literacy that values context, culture, and reflection. Through an interpretive synthesis of recent international literature, the study identifies three key domains of convergence: epistemological alignment, cultural-ethical grounding, and reflective technological mediation. It concludes that embedding philosophical inquiry into mathematical literacy enhances not only cognitive competence but also moral and cultural consciousness, positioning mathematics education as a transformative endeavor that empowers learners to interpret and reshape their world through reflective reasoning.
Keywords: mathematical literacy, philosophy of mathematics education, constructivism, socioepistemology, ethnomathematics, reflective teaching
