<![CDATA[Teachers' pedagogical construction is a determining factor in overcoming reading literacy barriers that impact elementary school students' numeracy skills. This study aims to explore in depth how fourth-grade teachers at MI Al-Ma'arif 2 Sorong Regency develop and implement pedagogical strategies to overcome reading literacy barriers experienced by students in the context of numeracy learning. Using a qualitative approach with a case study design, data were collected through in-depth semi-structured interviews with two third-grade teachers on April 24, 2026. Data analysis was conducted thematically following the Braun and Clarke model. The results of the study revealed four themes of pedagogical construction applied by teachers: (1) adaptive scaffolding strategies based on the local Papuan literacy context; (2) decomposition of story problems as a literacy-numeracy bridge; (3) verbalization and think-aloud as metacognitive strategies; and (4) integration of local Papuan wisdom in the preparation of numeracy problem contexts. The main obstacles include heterogeneity in students' reading abilities, limited contextual textbooks, and minimal teacher training on integrated literacy-numeracy. This study concludes that pedagogical construction that is responsive to local contexts and explicitly links reading literacy competencies with numeracy is an effective strategy in the Eastern Indonesian context. Teacher capacity building through integrated literacy-numeracy training programs and the development of contextual Papuan teaching materials is needed.]]>
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