Integrating SDGs into Numeracy Tasks: Assessing Indonesian High School Math Teachers^ Problem Posing Skills through Nutrional Facts
Khaerun Nisa (a*), Vivi Novita Sari (b)

a) Research Center for Education, National Research and Innovation Agency, Jakarta 12710, Indonesia
*khae003[at]brin.go.id
b) State Islamic High School 1 Bulukumba, South Sulawesi 92552, Indonesia

Abstract

The nutritional facts on food and beverage packaging, including portion sizes, caloric content, and macro- and micronutrient information, offer a rich mathematical framework for problem formulation. This study explores how nutritional data can be used to create mathematical tasks aligned with the Sustainable Development Goals (SDGs), specifically SDG 3 (Good Health and Well-Being) and SDG 4 (Quality Education). Given the rising incidence of early-onset kidney failure among Indonesian youth, there is a critical need for enhanced nutritional education. We evaluated 22 mathematical tasks designed by 12 educators from the Mathematics Teachers^ Forum (MGMP) in Bulukumba, South Sulawesi, Indonesia, who teach grades 10 and 11 under the Merdeka Curriculum. The tasks were analyzed based on their contextual use and cognitive processing levels. The findings show a range of context applications, primarily at the first-order level, and most tasks demonstrated application-level cognitive processing, with only a few classified as reasoning tasks. However, tasks with second-order contexts often involved reasoning. These results highlight the potential for developing more sophisticated and contextually relevant mathematical problems using nutritional data, which can enhance mathematics education and improve students^ nutritional awareness, addressing public health issues like early-onset kidney failure.

Keywords: Mathematics teachers - Numeracy taks - Nutrition facts - Problem posing - SDGs.

Topic: Mathematics