Implementation of the Market Day Program in Contextual Numeracy Learning for Phase B Elementary School Students

This study aimed to examine the implementation of the Market Day program as a contextual numeracy learning strategy for Phase B elementary school students. The research employed a qualitative descriptive approach through participatory observation and document analysis of students’ calculation records. Students were given simulated capital using play money that had to be fully spent, encouraging them to engage in estimation, mixed arithmetic operations, and decision-making based on budget constraints. The findings revealed that Market Day activities stimulated complex cognitive processes such as problem-solving, value estimation, and financial reasoning. The use of written transaction records provided clear evidence of the development of students’ mathematical thinking. Overall, the Market Day program not only improved students’ numeracy skills but also fostered careful attitudes toward basic financial management.