CONTEXTUAL INVITATIONS TO EXPLORE MATHEMATICAL COMPETENCIES AMONG LEARNERS AT SECONDARY LEVEL

Abstract

Contextual invitations are instructional strategies that connect Mathematical concepts to real-world scenarios, making learning more engaging, relevant, and meaningful for Secondary school students. By bridging the gap between abstract Mathematical concepts and concrete everyday experiences, contextual references can foster a deeper understanding of Mathematical principles and improve student’s problem-solving abilities. Additionally, contextual invitations can increase student’s motivation to learn Mathematics and improve their attitudes towards the subject. This paper aims to explore how contextual invitations provided in the Mathematics curriculum can enhance student’s understanding of Mathematical concepts, improve their problem-solving skills, and increase their motivation to learn Mathematics. Data analysis shows that the Secondary Mathematics Curriculum placed a greater emphasis on scientific contexts than on social contexts, while the personal and occupational context remains zero. Additionally, contextual invitations can increase student’s motivation to learn Mathematics and improve their attitudes towards the subject. The study suggests that curriculum should incorporate different contextual invitations for internalizing Mathematical concepts more engaging and effective.