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Numerical literacy is an ability that equips students with the ability to apply the concept of numbers, calculated operation skills and the ability to interpret quantitative information However, those skills have not received much attention. Understanding of numerical literacy needs to be built, starting with teachers as leader of learning proses in schools. Therefore, this research aims to explore the perception and understanding of teachers on numerical literacy on mathematics learning. It can be used asthe basis for the development of relevant, applicative and comprehensive learning models. This research is an observational research conducted on 33 mathematics teachers in Central Java. The data was obtained during July-August through an online interview. The data was analyzed qualitatively descriptively. The results founded 24 people or 72.73% had never received literacy training, and only 5 respondents had literacy. In addition, only 48.49% of total respondents understood numeration literacy and only 21.21% of total respondents applied it in math learning. Interesting facts have been found when all teachers have used learning media from concrete examples in environments such as interpreting integers using thermometers; measuring flagpoles with Pythagoras; and classrooms and tubes to calculate surface area and volume. But respondents assumed that what they were doing was not part of numeration literacy.

Perception and understanding of Madrasah Tsanawiyah teachers on numerical literacy in mathematics learning