Operationalizing reflective mathematical problem-solving through the focus framework: evidence from digital ethnomathematics in elementary education

Mathematics learning in elementary schools often emphasizes procedural accuracy over reflective reasoning. This study examines how fifth-grade students demonstrate reflective problem-solving through a digital ethnomathematics environment grounded in Lengger Banyumasan contexts. Using a qualitative case study design, data were collected from 60 students through five open-ended tasks and analysed using the FOCUS Framework (Framing, Observe, Create, Use, and Self-check). Findings show that students demonstrated reflective reasoning by interpreting contextual information, generating solution strategies, evaluating mathematical relationships, and checking answer consistency. Digital ethnomathematics tasks enabled students to connect cultural contexts with mathematical ideas and metacognitive processes. These findings highlight the potential of culturally grounded digital learning to support reflective problem-solving beyond procedural computation.