<![CDATA[difficulties occurred in the indicators of relating data to statistical concepts (determining the mode, the most/least frequent data, and simple averages), constructing mathematical sentences/models from the information in word problems, and drawing conclusions relevant to the context of the problem. The contributing factors include a weak understanding of basic statistical concepts, difficulty in translating word-problem sentences into mathematical forms, and a lack of habit in connecting the material to everyday-life situations. Conclusion. This study recommends strengthening contextual statistics learning that emphasizes connections between concepts, between mathematical topics, and with everyday life from the elementary school level onward, as an effort to bridge the gap in students’ mathematical connection ability. Keywords: Mathematical Connection, Statistics, Word Problems, Elementary School Students, Descriptive Qualitative.]]>
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