<![CDATA[ This qualitative study aims to explore and describe the profile of elementary students' mathematical connection skills in solving numeracy literacy problems contextualized in local wisdom. Conducted from November 2024 to June 2025 at Inpres Mawe Elementary School, Manggarai Timur, the research involved selected fifth-grade students categorized into high, moderate, and low proficiency groups using purposive sampling. Data were collected through written tests and in depth interviews. The written test was designed to assess students’ ability to connect mathematical concepts within real-life and cultural contexts, while interviews were used to further investigate students’ reasoning and understanding. Data validity was ensured through methodological triangulation, comparing written responses with interview results. The data analysis process followed the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing. Findings reveal notable differences in students' abilities: students with high mathematical connection ability demonstrated good ability to identify, connect, and apply various mathematical concepts in the context of local culture. However, procedural errors were still found in the final calculation stage of problem solving; those at the moderate level showed partial understanding; and low-performing students struggled to relate mathematical concepts to practical or cultural settings. The results underscore the significance of integrating local wisdom into mathematics education to enhance students’ conceptual understanding and numeracy skills. The study recommends instructional approaches that emphasize holistic thinking and the use of diverse representations to strengthen students’ mathematical connections.]]>
