Contextualized Mathematics Instruction and Learners’ Problem-Solving Skills at Rizal National High School

Abstract

Developing learners’ problem-solving skills remains a central yet persistent challenge in secondary Mathematics education, particularly in contexts where instruction has traditionally emphasized procedural fluency over conceptual understanding. Contextualized Mathematics instruction has been proposed as a pedagogical approach that situates mathematical ideas within meaningful, real-life contexts, thereby supporting deeper understanding and transfer of learning. This qualitative case study examined how contextualized Mathematics instruction was implemented at Rizal National High School and how it influenced learners’ problem-solving skills. Data were generated through classroom observations, focus group discussions with learners, and semi-structured interviews with Mathematics teachers. Using thematic analysis, four major themes emerged: (1) real-life contexts as anchors for conceptual understanding, (2) strategic and flexible problem-solving through contextualized tasks, (3) collaborative problem-solving as a catalyst for reasoning and persistence, and (4) teacher scaffolding and reflection in developing metacognitive regulation. Learners’ accounts revealed increased confidence, reduced Mathematics anxiety, and greater willingness to engage in non-routine problems. The findings suggest that contextualized Mathematics instruction, when coupled with deliberate scaffolding and collaborative discourse, strengthens learners’ problem-solving skills. Implications for instructional practice, curriculum development, and future research are discussed.