This study investigates how different types of contexts influence the learning of mathematics in a Grade 9 classroom. Framed within situated learning theory and the constructs of affordances and constraints, the research explores how various contextual approaches, namely, familiar, real, extended, contrived, and disciplinary contexts, shape learners' engagement with mathematical concepts. Employing a qualitative teaching experiment design, the researcher assumed a dual role as teacher and observer, using purposive sampling to focus on nine learners. Data were collected through video-recorded classroom interactions and analyzed using narrative and retrospective techniques. Findings reveal that context significantly impacts how learners interpret and approach mathematical problems. While certain contexts enhance participation, understanding, and problem-solving strategies, others introduce barriers, such as linguistic complexity or unfamiliar references, that distract from conceptual comprehension. Notably, learners often struggled more with interpreting the context than with the mathematical tasks themselves. The study underscores the importance of deliberate context selection in instructional design and highlights how aligning context with learners’ experiences can facilitate deeper mathematical understanding.

Authors:
Nel Maboko, North-West University, South Africa
Lekwa Mokwana, University of Pretoria, South Africa

About the Presenter(s)
Mr Nel Maboko,
I am a former teacher. I am currently a mathematics education lecturer at the North-West university. I want to publish articles from my masters project.

Connect on Linkedin
https://www.linkedin.com/in/nel-maboko-0022a324b

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