Numeracy profile viewed from the level of mathematical resilience in mathematics in context

Abstract

This research aims to describe the profile of students' numeracy based on the level of mathematical resilience (MR) in Mathematics in Context (MiC) learning. The approach used was descriptive qualitative with six students as subjects, each representing the high, medium, and low MR categories. Data was obtained through a numeracy test, which includes four indicators: Communication and Interpretation, Problem and Formulation, Basic Numeracy Skills, and Application in Context. The research results show that students with high MR can fulfill all numeracy indicators consistently and precisely. Students with moderate MR show quite good abilities in data interpretation and basic skills but are not yet stable in formulating problems and applying mathematics in more complex contexts. Meanwhile, students with low MR only master basic operations and have difficulty understanding the context, choosing appropriate operations, and building problem modeling. This research confirms that differences in MR levels influence variations in students' numeracy, so strengthening mathematical resilience is needed to support optimal numeracy improvement.