The goals of contextual
teaching and learning are to provide students with flexible knowledge
that transfers from one problem to another and from one context to
another. These goals will be achieved through contextual teaching
and learning by embedding lessons within meaningful contexts.
We believe this will result in deeper foundational knowledge. Also,
learners will have a richer understanding of the problem and the ways
to solve the problem. They will be able to independently use their
knowledge to solve new and unfamiliar problems. They will take
more responsibility for their own learning as they gain experience
"The opportunity for
students to experience mathematics in a context is important. Mathematics
is used in science, the social sciences, medicine, and commerce. The
link between mathematics and science is not only through content but
also through process. The processes and content of science can inspire
an approach to solving problems that applies to the study of mathematics
(NCTM, 2000, p. 65)."
"The most important
connection for early mathematics development is between the intuitive,
informal mathematics that students have learned through their own
experiences and the mathematics they are learning in school. All other
connections—between one mathematical concept and another, between
different mathematics topics, between mathematics and other fields
of knowledge, and between mathematics and everyday life—are supported
by the link between the students' informal experiences and more-formal
mathematics. Students' abilities to experience mathematics as a meaningful
endeavor that makes sense rests on these connections (NCTM, 2000,
p. 65, p. 131)."
from prekindergarden through grade 12 should enable all students to
provide opportunities for students to connect what they are learning
to their own environment. Students' experiences at home, at school,
and in their community provide contexts for worthwhile mathematical
(NCTM, 2000, p. 65, p.