Integrating Numeracy in Mathematics Teaching: A Study on Teachers^ Practices and Students^ Competence in Solving Numeracy Problems Puji Astuti, Febrian Febrian, Tambunan Linda Rosmery
Mathematics Education Study Program, Faculty of Teacher Training and Education, UMRAH, Indonesia
Abstract
Numeracy has become central focus in mathematics education, emphasizing the ability to apply mathematical knowledge in solving real-life problems. In Indonesia, however, assessments such as PISA and AKM remains below expected standard. This study aims to analyze how mathematics teachers integrate numeracy into classroom instruction and to examine students^ competence in solving numeracy problems. The research was conducted in six schools in Tanjungpinang, including state and private senior and junior high schools. Data were collected through teacher interviews, classroom observations, and student numeracy tests. The numeracy tests results were analyzed to describe students^ competence and were interpreted in relation to classroom practices. The results show varied levels of student competence, while some students demonstrated adequate procedural skills, many struggled to apply reasoning even when interpreting information from unfamiliar contexts. Teachers were familiar with contextual teaching approaches but showed limited understanding of numeracy as a pedagogical tool and viewed numeracy as separate from learning process. Real-world examples were used mainly as illustrations rather than as foundation for concept development. The study concludes numeracy integration remains insufficient to develop reasoning and problem-solving abilities. Teachers need support in designing activities that place real-world contexts as the core of concept instruction while enhancing numeracy.
