Özet:

Contextualization is one of the keys of engaging the students in teaching-learning process wherein the students can relate their situations on their lesson. It makes the lesson meaningful and relevant to the students’ lives by relating the students’ context to mathematical content taught in school.  This study covered the concepts and practices of mathematics teachers on contextualization. Moreover, it dealt with students’ conceptual understanding of contextualized lesson in Geometry. The specific research design that was used in this study was a case study. The participants of this study were the 25 teachers in the junior high school public schools in the Philippines who have an experience in doing contextualization on their classroom activities in teaching Geometry. Specifically, five teachers were coming from Laguna, five from Quezon City, ten from Rizal, and five from Pampanga. These teachers are either handling grade seven mathematics or grade nine mathematics classes. Another participant of this study were the students of each teacher participant to check the contextualization practices of their teachers. A total of 25 students underwent semi-structured interview about the way they learned from their teacher’s activities with contextualization putting emphasis to the real life application of Geometry. A semi-structured interview was used in this study in order to have a clear view about the concept of junior public high school mathematics teachers with regards to contextualization. Data were analyzed through thematic coding wherein the transcripts were written into phrases and related codes was grouped together. From the findings, math teachers have two ideas of contextualization – about the student’s life and using local materials or information. These ideas came from the reference materials, internet and seminar-training conducted by DepEd which seen on their teaching pedagogies. Lessons delivered effectively and efficiently if the math teachers used available materials or information in the surrounding which created better understanding of math concepts. Context on students’ lives made the class lively and engaging where the students construct their own meaning.

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