Abstract
Mathematical understanding and reasoning are important in solving agriculture problems. This study aims to describe students' mathematical understanding and reasoning in agriculture-based mathematical tasks. This research is a case study of vocational students in food crops and horticulture agribusiness of 11th graders students'. Data collected through tasks and interviews. Analysis of data to determine students' understanding (coherence, correspondence, and connection) and reasoning (algorithmic or creative). The results show students' mathematical understanding and reasoning was influenced by the design of tasks and students' experiences. Both algorithmic and creative reasoning, should by the plausibility of the reality of workplace practice in agriculture to affects the ability of coherence and correspondence of students' mathematical representations. Mathematical knowledge and experience affect the whole process of solving the tasks.
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