Numeracy Skill in Learning Mathematics for Elementary School Students: How Sociomathematical Norm Becomes a Category in the Characteristics of Epistemological Obstacles
DOI:
https://doi.org/10.57125/FED.2026.03.05Keywords:
Numeracy, Sociomathematical Norms, Learning Mathematics, Elementary SchoolAbstract
In the last decade, several studies have concluded that numeracy skills are the basis for elementary school students in developing mathematical abilities. To examine numeracy skills, categorical variables from the affective domain are needed, namely socio-mathematics norms. This study aims to identify the characteristics of epistemological obstacles to elementary school students' numeracy skills based on socio-mathematical norms. The method used in this research is a case study involving 6 respondents who are divided into 3 categories of sociomathematical norms, namely high, medium and low. The study found that students' epistemological obstacles in numeracy skills vary based on their socio-mathematical norms. Students with low norms faced significant conceptual misunderstandings, such as with length, area, and volume, and procedural issues like skipping known information. Medium-norm students had similar conceptual and procedural challenges, indicating a need for targeted interventions. High-norm students generally showed strong conceptual understanding and problem-solving skills but had occasional issues with structured completion. These findings emphasize the importance of incorporating socio-mathematical norms into teaching to improve mathematical understanding and problem-solving strategies. While technical operational obstacles were minimal, addressing these epistemological barriers is essential for developing effective, tailored instructional approaches.
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