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

Abstract

Problem-solving is a core competency in mathematics education and a critical indicator of learners’ conceptual understanding and higher-order thinking skills. This study examined how contextualized mathematics instruction influences learners’ problem-solving skills at Pinto National High School. Anchored in constructivist learning theory and contextualized teaching frameworks, the study employed a qualitative case study design. Data were collected through classroom observations, semi-structured interviews with mathematics teachers, and analysis of lesson plans and learner tasks. Findings revealed that contextualized instruction enhanced learners’ ability to analyze problems, apply appropriate strategies, and justify solutions by linking mathematical concepts to real-life situations and familiar contexts. Teachers’ adaptive practices and use of locally relevant examples supported learner engagement and persistence in problem-solving tasks despite instructional constraints. The study underscores the pedagogical value of contextualized mathematics instruction in strengthening problem-solving skills and offers implications for teaching practice, curriculum design, and future research in secondary mathematics education.