[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588290-105":59,"doc-detail-588290-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","context-in-geometry-in-secondary-school-mathematics-textbooks","CONTEXT IN GEOMETRY IN SECONDARY SCHOOL MATHEMATICS TEXTBOOKS","","Mathematics textbooks function as tools for effective teaching and learning, but misalignment with curriculum representations can restrict learners’ opportunity to learn. This study investigates contextual embedding in geometry questions by analyzing four Grade 11 Euclidean geometry textbooks used in South Africa. Using deductive content analysis grounded in the Kurz Opportunity to Learn (OTL) model, the research evaluates content coverage and task quality, finding that contextualisation is absent despite deep topic coverage.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/context-in-geometry-in-secondary-school-mathematics-textbooks/588290/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/context-in-geometry-in-secondary-school-mathematics-textbooks/588290.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main focus in geometry questions?","Question",{"text":112,"@type":113},"The study examines how context is embedded within geometry questions as a criterion for judging task quality.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which textbooks and grade level were analyzed?",{"text":117,"@type":113},"Four Grade 11 mathematics textbooks used in South African schools were scrutinized, focusing on Euclidean geometry.",{"name":119,"@type":110,"acceptedAnswer":120},"What was the key finding about contextualisation in the textbooks?",{"text":121,"@type":113},"Although the textbooks covered almost all Euclidean geometry topics in depth, contextualisation was largely absent.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588290,1792858891,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","CONTEXT IN GEOMETRY IN SECONDARY SCHOOL MATHEMATICS TEXTBOOKS  \nHalalisani MTHETHWA, Ugorji OGBONNAYA, Sonja VAN PUTTEN  \nAbstract. Mathematics textbooks are commonly considered to be tools for efficient teaching and implementing change in mathematics classrooms worldwide, helping teachers to teach and learners to learn. When the content as described in the curriculum is not faithfully and relevantly represented in textbooks, learners’ opportunity is limited. Against this background, opportunity to learn Euclidean geometry was investigated by scrutinising four Grade 11 mathematics textbooks used in South African schools, using deductive content analysis. The Kurz Opportunity to Learn (OTL) Model was the theoretical foundation focusing on content coverage and the quality of tasks.  \nIn this paper, the embedding of context within geometry questions is investigated as one of the criteria in judging the quality of tasks. The study revealed that although the four textbooks covered almost all the Euclidean geometry topics in depth, contextualisation was absent, despite its ability to improve learners’ problem recognition, interpretation and understanding abilities. All the questions were intra-mathematical. With the use of contextualised tasks, possibly the real world can enter the mathematics classroom, so that the age-old learner question,“Why am I doing this?”  \nmay be answered with a demonstration of relevance.  \nKeywords: Context; Euclidean geometry; mathematics textbooks; opportunity to learn.  \n1. Introduction  \nMany learners in South Africa find the study of Euclidean geometry challenging (Author, 2010; Ngirishi & Bansilal, 2019) . In fact, Ngirishi (2015) found that these learners had little understanding of many geometry concepts and terms, and could not recognise or describe interrelationships between properties and shapes, since they possessed neither conceptual nor procedural knowledge in this regard. However, low performance in geometry is not isolated to South Africa – for example, a study in India (Ali et al, 2014), stated that of the 120 learners in their study, 92 failed the Euclidean geometry test. In South Africa, Euclidean geometry had been optional until 2014, when it again became an obligatory topic. In the final exams of 2014, the percentage of learners who passed Grade 12 mathematics examinations dropped by 5,6%(DBE, 2015) .  \nGiven that mathematics textbooks have a great influence on teaching and learning mathematics (Fan et al., 2013; Reys et al., 2004; Tarr, 2008), with a strong correlation between the textbook used and students’mathematics performance (Törnroos, 2005; Xin, 2007) , and against the background of consistent challenges in the teaching of mathematics in South Africa, investigating how geometry is offered in South African textbooks was deemed both current and essential. In this descriptive analysis of opportunities to learn through contextualised problems (also called modelling or using real life problems) in the geometry sections of Grade 11 textbooks, the focus is on a qualitative description of the incorporation of real life problems into geometry exercises as per the Curriculum and Assessment Policy Statement (CAPS) of 2011.  \n2. The curriculum, textbooks and the opportunity to learn  \nImproving mathematics teaching practice is one of the primary goals of mathematics education research (Rezat et al., 2021) . Mathematics textbooks and, more broadly, curricular resources are commonly considered to be tools for implementing change in mathematics classrooms in educational systems all over the globe (Hwang & Ham, 2021; Remillard, 2018; Stols, 2013) . Textbooks have been defined as printed mathematics material used to support teachers’ teaching and learners’ learning (Gueudet & Pepin, 2018), but, of course, a textbook can also be digital.  \nGenerally, a mathematics curriculum focuses on the sequencing of mathematics content, the cognitive levels to be used in assessments in a particular grade, a","cbCaib32I9X8W2UT","https://ap.wps.com/l/cbCaib32I9X8W2UT","pdf",500126,13,"English","# Introduction\n# The curriculum, textbooks and the opportunity to learn","[{\"question\":\"What is the study’s main focus in geometry questions?\",\"answer\":\"The study examines how context is embedded within geometry questions as a criterion for judging task quality.\"},{\"question\":\"Which textbooks and grade level were analyzed?\",\"answer\":\"Four Grade 11 mathematics textbooks used in South African schools were scrutinized, focusing on Euclidean geometry.\"},{\"question\":\"What was the key finding about contextualisation in the textbooks?\",\"answer\":\"Although the textbooks covered almost all Euclidean geometry topics in depth, contextualisation was largely absent.\"}]","CONTEXT IN GEOMETRY IN SECONDARY SCHOOL MATHEMATICS TEXTBOOKS | PDF",1792064928,33]