Exploring SMPN 12 Sinjai Students’ Mathematical Literacy Via Sociomathematical Contextual Problem-Solving
Indonesia Indonesia 
New Zealand 
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Contextual Geometry Problems, Local Agricultural Context, Mathematical Literacy, Rural Secondary Schools, Sociomathematical Norms
Abstract
Background. Mathematical literacy is a key competency in the Merdeka Curriculum, requiring students to formulate, apply, and interpret mathematics in authentic situations. However, students in rural schools often struggle because mathematics learning remains procedural and insufficiently connected to their local environment. Sociomathematical norms offer a theoretical framework for understanding how classroom interactions and mathematical argumentation contribute to students’ mathematical literacy.
Purpose: This study explored Grade 9 students’ mathematical literacy through sociomathematical norms in solving contextual geometry problems based on local agricultural contexts at SMPN 12 Sinjai, South Sulawesi.
Method: This descriptive qualitative case study involved 25 Grade 9 students who completed mathematical literacy tests. Four students from high- and low-achievement groups and one mathematics teacher were purposively selected for semi-structured interviews. Classroom observations across eight learning sessions examined the development of sociomathematical norms. Data from tests, interviews, and observations were analyzed through data reduction, data display, and inductive conclusion drawing, with credibility ensured through methodological and source triangulation.
Results: Students demonstrating strong sociomathematical norms achieved substantially higher mathematical literacy than those with weaker norms, particularly in problem formulation, mathematical procedures, and interpretation of solutions. Classroom interactions characterized by meaning negotiation, justification of arguments, and evaluation of peers’ reasoning enabled students to connect geometry concepts with local agricultural experiences, strengthening contextual understanding and mathematical communication.
Conclusion: Sociomathematical norms function as an important mechanism for developing mathematical literacy by fostering mathematical argumentation, collaborative reasoning, and meaningful interpretation of contextual problems. Integrating local agricultural contexts with sociomathematical classroom practices can enhance students’ ability to apply geometry in real-life situations and offers a promising instructional approach for rural secondary schools.
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