<![CDATA[Elementary school teachers are required to act as guides so that abstract mathematical concepts can be understood meaningfully by students. Preliminary observation in class VI of SDN 09 Sungai Ambawang indicated that this role had not been optimally carried out, marked by passive students, confusion when the teacher explained material, and the perception that mathematics is difficult to understand. Previous studies on teachers as guides have focused mainly on spirituality, learning independence in lower grades, or general curriculum implementation, so they have not specifically addressed mathematics learning in upper grades. This study aims to describe in depth the teacher's role as a guide in class VI mathematics learning based on four indicators proposed by Mustafa (2024): formulating goals and competencies, ensuring active student participation, providing meaning and context, and conducting assessment and evaluation. The study used a descriptive qualitative approach with data from three observation sessions, an interview with the class teacher, and analysis of the teaching module. The results show that the teacher formulated objectives gradually from the concrete to the abstract level, encouraged active participation through Project Based Learning, related the material to contextual objects around Sungai Ambawang, and applied varied assessment accompanied by differentiated feedback. Limitations were found in the use of a single medium (interactive screen) in one session and an assessment rubric that was not yet detailed. This study contributes empirical evidence integrating the theory of the guiding role with Bruner's cognitive stages and the concept of scaffolding within the local context of West Kalimantan.]]>
