TEACHING TO THE AVERAGE? A QUALITATIVE STUDY ON DIFFERENTIATED INSTRUCTION AND NUMERACY INEQUALITY IN PAPUAN PRIMARY SCHOOLS

Abstract

This study addresses inequalities in numeracy skills at the elementary school level, a fundamental problem that affects the quality of mathematics instruction especially for low-achieving students. It aims to explore in depth how mathematics teaching is conducted in a classroom with diverse numeracy abilities and to analyze its impact on low-achieving students at SD An-Nur Yapis, Kota Sorong. A qualitative approach with a single-case study design was used. Participants were two classroom teachers (MD and RH) and three third-grade students with low numeracy skills (AF, NR, and DW), selected through purposive sampling. Data were collected via semi-structured in-depth interviews, classroom observations, and document analysis. Data analysis followed Braun and Clarke’s thematic approach, with source and method triangulation to ensure validity. The findings produced four main themes: (1) numeracy ability in class 3A was fairly varied, with about 30% of students struggling with word problems that require mathematical modeling; (2) both teachers implemented elements of differentiation through diagnostic assessment and adjustments to teaching strategies, although they faced constraints such as a packed curriculum and the demands of standardized exams; (3) the Merdeka Curriculum was seen to provide substantial space for differentiation, but uneven peer support affected its sustainability; and (4) the three low-achieving students exhibited signs of math anxiety and low self-confidence, which hindered their active participation. The study concludes that teaching practices remain largely average-centered and contribute to systemic numeracy inequalities. A pedagogical transformation is needed, including strengthening differentiation based on the Zone of Proximal Development (ZPD), reforming assessment systems, and building an emotionally safe classroom climate as prerequisites for effective numeracy interventions