(University of Namibia, 2013) Makari, Eben-Eser K.; Kasanda, Choshi D.
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.