Analysis Of Teachers’ Perceived Needs For Developing Contextual Numeracy Literacy Learning Strategies In Elementary Schools

Abstract

Strengthening students’ numeracy literacy requires learning strategies that are contextual and aligned with classroom conditions. However, numeracy learning in elementary schools often remains dominated by procedural exercises and has not sufficiently connected mathematical concepts with students’ real-life contexts. This study explores teachers’ perceptions of students’ numeracy literacy needs and their requirements for developing contextual learning strategies in elementary schools. A qualitative descriptive approach supported by quantitative data was employed. The participants were 20 elementary school teachers selected through purposive sampling. Data were collected through interviews and teacher needs questionnaires. Interview data were analyzed through data reduction, presentation, and meaning extraction, while questionnaire data were analyzed descriptively using mean scores and percentages. The findings indicate that teachers identified several challenges in students’ numeracy learning, particularly in understanding contextual problems, interpreting data, and connecting mathematical concepts with daily experiences. These findings were supported by questionnaire results showing an overall need score of 4.67 (93.4%), indicating a high level of need for contextual numeracy learning strategies. Teachers specifically required practical learning guides, visual media, real-life problem-based worksheets, contextual teaching materials, and assessment instruments. The novelty of this study lies in integrating teachers’ perceived challenges and instructional needs as an empirical foundation for developing contextual numeracy learning strategies grounded in actual elementary school practices.