Contextualized problem solving allows mathematical content to be connected with situations that are close to students’ experiences. The objective was to analyze the perceptions and practices of Mathematics teachers at the Secondary Level in Educational District 08-05 of Santiago, Dominican Republic, regarding the use of this strategy in mathematics learning. A qualitative study with a descriptive scope was conducted. Twenty-two teachers selected through purposive sampling participated and were interviewed using semi-structured interviews. The information was examined through thematic analysis. The results showed that teachers associated contextualized problems with everyday situations and used them mainly in activities related to shopping, percentages, measurements, and situations from the students’ environment. They also perceived contributions to students’ understanding, participation, and reasoning, although they identified difficulties related to time, prior knowledge, and the availability of resources. It was concluded that its application requires planning, contextualized resources, and teacher training in order to integrate it coherently into mathematics teaching.
Contextualized problem solving allows mathematical content to be connected with situations that are close to students’ experiences. The objective was to analyze the perceptions and practices of Mathematics teachers at the Secondary Level in Educational District 08-05 of Santiago, Dominican Republic, regarding the use of this strategy in mathematics learning. A qualitative study with a descriptive scope was conducted. Twenty-two teachers selected through purposive sampling participated and were interviewed using semi-structured interviews. The information was examined through thematic analysis. The results showed that teachers associated contextualized problems with everyday situations and used them mainly in activities related to shopping, percentages, measurements, and situations from the students’ environment. They also perceived contributions to students’ understanding, participation, and reasoning, although they identified difficulties related to time, prior knowledge, and the availability of resources. It was concluded that its application requires planning, contextualized resources, and teacher training in order to integrate it coherently into mathematics teaching. Read More