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