Privileging a Contextual Approach to Teaching Mathematics: A Secondary Teacher's Perspective
Abstract
This paper focuses on using sociocultural theory to support a context-based approach to
teaching mathematics. A goal of the research was to explore the opportunities-to-learn of
using a context-based approach to enrich student engagement with mathematics. This paper
focuses on the practice of one female secondary school teacher as expressed through an
interview transcript. Data were analysed using a participation framework. Findings suggest
that aspects of a context-based approach to teaching mathematics can be used by teachers to
promote student engagement with mathematics in the secondary classroom.
Conference Title
40 years on: We are still learning! Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia
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Copyright Statement
© 2017 MERGA. The attached file is posted here with permission of the copyright owner for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher’s website or contact the author(s).
Subject
Mathematics and Numeracy Curriculum and Pedagogy