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The background of this research is the lack of information about the mathematical connection ability of elementary school students. This study aims to determine the strength of mathematical connections of elementary school students concerning the ability to solve problems in the matter of numbers. The research used the qualitative approach with descriptive method. Instruments used in research are observation and test. The results showed that in the indicator to recognise ideas in mathematics as many as 12.50% of elementary school students scored between 60 and 69 with enough category, 55.83% composed between 45 and 59 with less category, and 31.67% scored between 0 and 44 with less than one category. Indicators understand how ideas in mathematics interconnect and underlie each other as many as 10.83% get scores between 60 and 69 with enough category, 61.67% get scores between 45 and 59 with fewer category and 27.50% scored between 0 and 44 with less than one category. The indicator of applying mathematics in everyday life shows that as many as 11.67% of elementary students who scored between 60 and 69 with sufficient category, 67.50% scored between 45 and 59 with less category, and 20.83% scored between 0 and 44 with less than one category. This research shows that the mathematical connections of elementary school students in solving mathematical problems in the number matter are still low. The results of this study have implications as the basis of teachers to improve the ability of mathematical connections of the elementary school student.

Mathematical connection ability of elementary school student in number materials