Exploration of Mathematical Concepts in Truk Drivers’ Activities as a Context for Mathematics Learning in Grade II Elementary School

Abstract

This study aims to explore mathematical concepts in truck driver activities and their relationship to the topic of time duration in Grade II elementary school mathematics. The study employed a qualitative method with an autoethnographic approach. Data were collected through narrative writing, interviews, and documentation based on the researcher’s direct experience and analyzed using Spradley’s model, including domain, taxonomic, and componential analysis. The findings reveal that truck driver activities involve several mathematical concepts, including time measurement, time comparison, and simple arithmetic operations. Among these, measuring time duration emerged as the most dominant concept, as truck drivers’ activities are closely associated with departure schedules and travel time. The findings indicate that the mathematical concepts identified in truck driver activities are aligned with the Grade II elementary school learning outcomes related to comparing time durations. Furthermore, these findings provide authentic real-life contexts that can be integrated into mathematics instruction, helping teachers design more meaningful learning experiences and supporting students in understanding the concept of time duration through familiar everyday activities.