Student-Centered and Contextualized Mathematics Instruction and Pupils’ Problem-Solving Skills at Lunac Primary School

Abstract

Problem-solving is a core goal of Mathematics education, yet many elementary pupils struggle to apply mathematical concepts meaningfully beyond routine procedures. Student-centered and contextualized instruction has been advanced as an approach that situates learning within pupils’ lived experiences while promoting active engagement and higher-order thinking. This qualitative case study examined how student-centered and contextualized Mathematics instruction was enacted at Lunac Primary School and how these practices influenced pupils’ problem-solving skills. Data were gathered through classroom observations, focus group discussions with pupils, and semi-structured interviews with teachers, and analyzed using thematic analysis. Findings reveal that contextualized tasks strengthened conceptual understanding, student-centered strategies supported strategic thinking and collaboration, and scaffolded instruction promoted metacognitive regulation. Pupils’ narratives highlight increased confidence, persistence, and flexibility in problem-solving. The study concludes that aligning student-centered pedagogy with contextualized Mathematics instruction fosters meaningful problem-solving skills in elementary classrooms and offers implications for teaching practice, curriculum design, and future research.