Making context count.
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| Title: | Making context count. |
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| Authors: | Eames, Kate, Palmer, Helena, Trundley, Ruth |
| Source: | Mathematics Teaching. Mar2026, Issue 299, p21-24. 4p. |
| Subject Terms: | *Contextual learning, *Mathematics education (Primary), *Mathematics education, *Active learning, *Holistic education, *Authentic learning, *Cognitive ability |
| Abstract: | The article examines how context is deliberately and meaningfully used in Japanese primary mathematics lessons to promote deep mathematical thinking. Observations from Grades 1 to 6 reveal that teachers select and adapt authentic, relatable contexts drawn from students’ everyday experiences, dedicating time to ensure full understanding and engagement. These contexts are often complex and “messy,” requiring students to make assumptions, explore multiple representations, and connect new ideas to prior knowledge, thereby fostering creativity and reasoning rather than merely applying routine procedures. The study highlights that context in Japanese classrooms serves as more than a superficial setting; it is integral to mathematizing real-world situations and supports students in developing transferable mathematical understanding. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | The article examines how context is deliberately and meaningfully used in Japanese primary mathematics lessons to promote deep mathematical thinking. Observations from Grades 1 to 6 reveal that teachers select and adapt authentic, relatable contexts drawn from students’ everyday experiences, dedicating time to ensure full understanding and engagement. These contexts are often complex and “messy,” requiring students to make assumptions, explore multiple representations, and connect new ideas to prior knowledge, thereby fostering creativity and reasoning rather than merely applying routine procedures. The study highlights that context in Japanese classrooms serves as more than a superficial setting; it is integral to mathematizing real-world situations and supports students in developing transferable mathematical understanding. [Extracted from the article] |
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| ISSN: | 00255785 |
