<![CDATA[This article formulates an integrative model of language literacy and numeracy for analysing junior high school students' conceptual understanding of geometry through the Pirie-Kieren theory. The study is positioned as a descriptive-exploratory qualitative design involving 60 Grade VII students of SMPN 21 Pontianak in the initial mapping stage and six purposively selected students for in-depth analysis. Data are designed to be collected through conceptual understanding tests, literacy-based tasks, classroom observation, semi-structured interviews, and learning artefacts. The analysis combines open coding, axial coding, selective coding, triangulation, and the eight Pirie-Kieren layers. The resulting model connects text comprehension, verbal-visual-symbolic representation, numerical reasoning, folding back, and conceptual-linguistic-representational-numerical obstacles in learning surface area of polyhedra. Referring to Pirie and Kieren's layered understanding, Duval's representation theory, and Moschkovich's mathematical literacy perspective, this article contributes a more integrated analytical frame for mathematics education by positioning geometry understanding as a dynamic interaction among language, representation, and numeracy.]]>
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