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Nel Maboko, North-West University, South AfricaAbstract
This study explores 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 contexts of the discipline, 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 analysed using narrative and retrospective techniques. Findings reveal that context significantly influences 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.
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Conference: IICE2026Stream: Learning Experiences
This paper is part of the IICE2026 Conference Proceedings (View)
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To cite this article:
Maboko N. (2026) Linking Context to Concept: How Different Types of Context Shape Grade 9 Mathematics Learning ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2026 Official Conference Proceedings (pp. 347-365) https://doi.org/10.22492/issn.2189-1036.2026.32
To link to this article: https://doi.org/10.22492/issn.2189-1036.2026.32
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