Makari, Eben-Eser K.Kasanda, Choshi D.2015-03-262015-03-262013Makari, 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): 73-85.2026-7215http://hdl.handle.net/11070/1388This 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.enContextualised teachingMathematicsGobabisArticle