<![CDATA[Understanding measures of central tendency remains a persistent challenge in statistics education, as students often perceive the mean, median, and mode as abstract procedures disconnected from meaningful contexts. This study aimed to develop and empirically validate a Local Instruction Theory (LIT) for learning central tendency through Techno-Ethno-Realistic Mathematics Education (TE-RME). Adopting a validation study within the educational design research framework, the study comprised preliminary design, teaching experiments, and retrospective analysis involving 32 eighth-grade students in Semarang, Indonesia. Instructional activities integrated contextual problems grounded in Pranata Mangsa, a traditional Javanese seasonal calendar, with animated videos and dynamic spreadsheets. Qualitative analysis compared the designed Hypothetical Learning Trajectory (HLT) with students’ Actual Learning Trajectories (ALTs) to evaluate and refine the instructional design. The findings showed that iterative design and retrospective analysis transformed the initial HLT into a refined LIT. Students developed diverse conceptual strategies, interpreting the median in three distinct ways, the mean in two, and the mode in three, depending on their structural interpretations of Pranata Mangsa. These findings suggest that Dynamic Socio-Computational Mathematization (DSCM) within TE-RME supports progressive formalization by connecting culturally situated reasoning with mathematical representations and technological mediation. Finally, this study also contributes an empirically grounded, culturally responsive, and technology-enhanced instructional theory for teaching central tendency.]]>
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