The use of contextualised teaching and learning in grade 11 and 12 mathematics classrooms in Gobabis, Namibia

Authors

  • Eben-Eser K. Makari
  • Choshi D. Kasanda

Abstract

This paper investigates the use of contexts in the teaching and learning of mathematics in two secondary schools in the Gobabis area using the Mayoh & Knutton (1997) taxonomy. It was found that not all contexts as suggested by Mayoh & Knutton were used by the teachers and that the context were almost entirely initiated by the mathematics teachers and were used as a primary strategy for presenting the content. The study recommended the introduction of the use of contexts in the pre-service training of mathematics teachers and that teachers create their own mathematics problems to solve rather than adhering to the problems provided in their textbooks which are often of a foreign origin.

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Published

2015-03-26

How to Cite

Makari, E.-E. K., & Kasanda, C. D. (2015). The use of contextualised teaching and learning in grade 11 and 12 mathematics classrooms in Gobabis, Namibia. Journal for Studies in Humanities and Social Sciences, 073–085. Retrieved from https://journals.unam.edu.na/index.php/JSHSS/article/view/890

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Articles