The use of contextualised teaching and learning in grade 11 and 12 mathematics classrooms in Gobabis, Namibia select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.author Makari, Eben-Eser K.
dc.contributor.author Kasanda, Choshi D.
dc.date.accessioned 2015-03-26T08:09:49Z
dc.date.available 2015-03-26T08:09:49Z
dc.date.issued 2013
dc.identifier.citation Makari, E.K. & Kasanda, C.D. (2013). 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, 2(1): 73-85. en_US
dc.identifier.issn 2026-7215
dc.identifier.uri http://hdl.handle.net/11070/1388
dc.description.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. en_US
dc.language.iso en en_US
dc.publisher University of Namibia en_US
dc.subject Contextualised teaching en_US
dc.subject Mathematics en_US
dc.subject Gobabis en_US
dc.title The use of contextualised teaching and learning in grade 11 and 12 mathematics classrooms in Gobabis, Namibia en_US
dc.type Article en_US


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