Abstract

Primary school pupils are still underperforming in Mathematics regardless of a number of interventions in improving instructional practices. As such, the researcher sought to investigate how primary school teachers understand and implement contextualisation in primary school Mathematics teaching. The study was qualitative in nature and was guided by constructivism and situated cognitive learning theories. Four standard seven Mathematics teachers from four primary schools in Machinga district were involved in the study. Data were collected through semi-structured interviews and lesson observations. The data were analysed thematically by focusing on the following specific research questions; what knowledge do primary school teachers have about contextualisation in mathematics teaching?, what kinds of context do primary school teachers use in the teaching of mathematics?, and what are the sources of the contexts that primary school teachers use in the teaching of mathematics? Findings from the study indicate that some teachers have little understanding of the concept contextualisation and as a result most of the lessons taught during the study failed to meet the standards of a contextualised learner centred lesson. The study also noted that Mathematics textbooks were the mostly used source of context by the teachers. The study concludes by suggesting that student teachers as well as qualified teachers be given sufficient training on how they can plan and implement contextualisation as they teach Mathematics.

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School	: School of Education
Issued Date	: 2016

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