Abstract
Mathematical connection is an important aspect of learning mathematics. Especially for elementary school teachers, where since the 2013 curriculum was launched lowgrade elementary school teachers (Class I, II, and III) are obliged to implement a thematic learning system. In thematic learning, many mathematical connection processes occur. Therefore, the researcher aims to explore teachers' understanding and experiences in integrating students' mathematical connection skills into classroom learning. The research method used is a qualitative-descriptive method to describe the learning phenomenon based on mathematical connections. The research subjects were 24 elementary school teachers in cluster IV Mataram City with the criteria; (1) The length of teaching is more than seven years (since the 2013 curriculum was issued); (2) Teachers who teach in Low class (Class I, II, & III); and (3) The teacher is willing to be a subject in the research. The research procedure carried out was the provision of an online google form survey link. Then it was done to each subject via WhatsApp call to strengthen the survey answers for each subject. Data analysis was conducted descriptively using mathematical connection indicators in NCTM. The results showed that the implementation of learning based on mathematical connections was not optimal, where only indicators D1 and D2 were met. The D3 indicator is not fulfilled, which means that the teacher never makes student worksheets (LKS) that contains or connects mathematical concepts with condep outside mathematics.