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Contextualized Teaching: Challenges and Opportunities in Teaching Secondary School Mathematics in Puerto Rico

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Bibliographic Details
Title: Contextualized Teaching: Challenges and Opportunities in Teaching Secondary School Mathematics in Puerto Rico
Language: English
Authors: Ivette Calderon Calo
Source: Online Submission. 2025.
Peer Reviewed: N
Page Count: 15
Publication Date: 2025
Document Type: Reports - Research
Education Level: Secondary Education
Descriptors: Mathematics Instruction, Teaching Methods, Secondary School Mathematics, Mathematics Teachers, Mathematics Curriculum, Curriculum Implementation, Relevance (Education), Context Effect, Mathematical Applications, Mathematics Skills, Faculty Development
Geographic Terms: Puerto Rico
Abstract: This study describes the experiences of secondary-level mathematics teachers from the Department of Education of Puerto Rico implementing the strategy of contextualized teaching. Qualitative research framed in phenomenology was conducted, collecting data through semi-structured interviews and a review of normative documents from the Department of Education. The findings provide valuable information about the use of contextualized teaching, the perception that teachers have of this strategy, as well as the challenges that participants face in its implementation. Some of the challenges they face during its implementation are limited resources and needs of teacher support. As a contribution to this research, a manual and a website were designed as teacher support tools for the implementation of contextualized teaching in secondary-level mathematics classes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED665237
Database: ERIC
Description
Abstract:This study describes the experiences of secondary-level mathematics teachers from the Department of Education of Puerto Rico implementing the strategy of contextualized teaching. Qualitative research framed in phenomenology was conducted, collecting data through semi-structured interviews and a review of normative documents from the Department of Education. The findings provide valuable information about the use of contextualized teaching, the perception that teachers have of this strategy, as well as the challenges that participants face in its implementation. Some of the challenges they face during its implementation are limited resources and needs of teacher support. As a contribution to this research, a manual and a website were designed as teacher support tools for the implementation of contextualized teaching in secondary-level mathematics classes.