<b>Integration of sociomathematical norms in problem-based learning on social arithmetic material for junior high school based on economic sustainable development goals</b>
Ita Yusritawati, Heri Retnawati, Kana Hidayati, Wahyu Setyaningrum
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Source: Crossref
Published: Oct 23, 2026
DOI: 10.56855/ijmme.v4i3.2430
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Purpose – This study explored junior high school mathematics teachers’ experiences and pedagogical readiness in integrating Problem-Based Learning (PBL), sociomathematical norms (SMN), and Sustainable Development Goals (SDGs) into Social Arithmetic instruction, addressing limited understanding of their role in mathematical discourse and sustainable economic literacy. Methodology – A qualitative phenomenological study involved 12 purposively selected mathematics teachers in Kuningan Regency, Indonesia. Data were collected through in-depth interviews and analyzed using Bogdan and Biklen’s procedures, including data reduction, categorization, thematic interpretation, and verification. Findings – Teachers demonstrated limited understanding of SMN, particularly in distinguishing mathematical justification, explanation, and solution efficiency from general classroom behavior. Although PBL was reportedly implemented, instruction remained predominantly procedural, with insufficient opportunities for mathematical discussion, negotiation, and solution evaluation. Social Arithmetic teaching emphasized technical calculations rather than authentic economic decision-making and sustainability contexts. Limited professional training and passive classroom interactions further constrained productive mathematical discourse. Conclusion – Integrating PBL, SMN, and SDG-oriented economic contexts offers a promising instructional direction. PBL structures problem-solving activities, SMN guides mathematical discourse, and authentic economic situations connect mathematical reasoning with sustainable economic literacy. Significance – This study contributes qualitative evidence on teachers’ pedagogical readiness to integrate mathematical discourse and sustainability-oriented learning. Its findings inform targeted professional development and the design of instructional frameworks connecting sociomathematical norms, problem-based learning, and responsible economic decision-making in junior high school mathematics.
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