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Title:The use of contextualised teaching and learning in grade 11 and 12 mathematics classrooms in Gobabis, Namibia
Authors:Makari, Eben K.
Kasanda, Choshi DariusISNI
Periodical:Journal for Studies in Humanities and Social Sciences (ISSN 2026-7215)
Geographic term:Namibia
Subjects:mathematics education
teaching methods
Abstract:This paper investigates the use of contextual teaching and learning (CTL) of mathematics in two secondary schools in the Gobabis area (Namibia). It was found that not all contexts as suggested in the Mayoh & Knutton (1997) taxonomy were used by the teachers. Moreover, the contexts were almost entirely initiated by the mathematics teachers and were mainly used as a strategy for presenting the content. Given the value that the Namibian curriculum places on the needs, interests and experiences of the learners as it is based on the learner-centered paradigm, the paper recommends the introduction of the use of contexts in the pre-service training of mathematics teachers. Teachers should create their own mathematics problems rather than adhering to the problems provided in the textbooks which may not be relevant for use in developing countries. Furthermore, teachers should create a conducive environment in which learners can express themselves and refer to their experiences without fear. The authors also remarked that the heavy teaching load of the mathematics curriculum limited the extent to which CTL was implemented. App., bibliogr., sum. [ASC Leiden abstract]