Prospective Teachers' Representation of Numeracy Context in Posing Numeration Tasks Design

This study aims to explore the representations of the numeracy context of prospective teachers that emerge through the design of numeration tasks. This research uses a qualitative approach with the type of exploratory case study. It involved 32 final-semester prospective teachers who had taken the mathematics learning evaluation course. Data analysis was carried out using a content analysis approach to the numeration posing tasks made by prospective teachers. Based on the study results, it shows that the design of posing numeration tasks produced by students, namely, the average score in the personal context is 3.2 out of a maximum score of 4, and the average score in the socio-cultural context is 3.1. While the average score in the scientific context has the lowest average score, which is 2.8. Although the average score is in the good criteria, it shows that students are more capable of developing high-quality numeracy tasks in contexts close to their daily lives (personal and socio-cultural) compared to scientific contexts, which tend to be more complex and abstract. Therefore, learning strategies that can develop scientific contexts so that they can be interpreted and processed into relevant and quality numeracy tasks in learning are needed.