A. Aisyah, Nanang Priatna, Dadang Juandi, Bambang Aviv Priatna
This study aims to analyse international mathematical literacy problems in the quantity content domain. The research employs a praxeological approach based on the Anthropological Theory of Didactics. The results identified task types (T), classifying them into interpretation (2 items), application (3 items), and formulation (1 item), covering mathematical literacy competencies from Level 1 to Level 6. Various mathematical techniques (τ) are examined. From a technological perspective (θ), these tasks align with multiple Core Competencies in the Indonesian mathematics curriculum. Regarding theories (Θ), the content distribution corresponds to mathematics curriculum topics such as data interpretation, algebraic forms, and social arithmetic. Characterizing task types is essential, because it provides insights for developing tasks aligned with international standards. This study contributes to designing mathematical literacy tasks that meet global benchmarks and demonstrates how the praxeological approach can assess the alignment between local curricula and international mathematical competency requirements. © School of Engineering, Taylor’s University.
Universitas Pendidikan Indonesia, Bandung, Indonesia
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