Pedagogical Innovation Integrating Numeracy And Civic Literacy In Dual Curriculum Education

General Background Modern fundamental schooling demands functional knowledge application prioritizing critical problem-solving and moral responsibility over mechanical cognitive mastery. Specific Background Fusing quantitative data processing with social responsibilities in Science and Social Studies requires instructional designs that connect empirical environmental realities with civic duties. Knowledge Gap Existing literature predominantly examines fundamental literacies in isolation, leaving a critical void regarding the interdisciplinary connectivity of quantitative reasoning and civic participation within frameworks utilizing multiple educational standards. Aims This qualitative case study analyzes the design, execution, and operational barriers of merging numerical and civic competencies at an institution utilizing both national and international learning guidelines. Results Instructional planning successfully aligned both frameworks using contextualized regional resource data, concept maps, and analytical guiding questions. Classroom execution actualized through six participatory activities, including information exchange and peer tutoring. However, pedagogical practices remained restricted to descriptive data categorization and context introduction, struggling to achieve deep mathematical reasoning due to institutional gadget limitations and the strict separation of formal mathematical computations from social sciences. Novelty This research exposes the operational boundaries of interdisciplinary pedagogical models, demonstrating that contextualizing numbers does not automatically translate to advanced quantitative reasoning without targeted evidence-based tasks. Implications Institutions must implement precise instructional indicator mapping and structured evidence-based assignments to authentically cultivate students' quantitative logic and civic dispositions simultaneously. Highlights Aligning national alongside international frameworks requires precise instructional mapping to connect quantitative data with civic responsibilities. Pedagogical execution frequently stagnates at descriptive categorization rather than advancing toward deep mathematical reasoning. Operational barriers including technology restrictions alongside varied student comprehension prove manageable through structured peer tutoring. Keywords Merdeka Curriculum; Cambridge Primary Science; Quantitative Reasoning; Civic Participation; Instructional Design .