Teachers understanding of the use of everyday contexts in the teaching of Mathematics at three selected urban junior secondary schools in Windhoek, Namibia

Abstract

The primary aim of this study was to gain insight into how effectively BETD teachers used everyday contexts to facilitate a meaningful understanding of the Mathematics content by the learners. The study used a qualitative research approach conceptualized within a constructivist framework. Nine Mathematics teachers from three junior secondary schools were purposively selected for the study. The data were collected using questionnaires, and interviews with the teachers. The results revealed varying levels of integration and effectiveness of everyday contexts used by the teachers to facilitate meaningful conceptual understanding of mathematics by the learners. The findings suggested that preference of procedural mathematical skills over conceptual understanding impeded the effective integration of contextual teaching. The teachers also regarded the use of everyday contexts as time consuming. From this study, it can be concluded that the teachers had a clear understanding of the essence of contextual teaching of Mathematics and its advantages. Nonetheless, several factors seemed to affect their use of everyday contexts in the teaching of Mathematics. There is a need to change the perceptions of the Mathematics teachers toward the use of everyday contexts as a waste of time if teachers are to use everyday experiences in their Mathematics classrooms.