Context-Based Teaching in Mathematics Education: Theoretical Foundations and Teaching Models

Authors

  • Jasbir Roka Graduate School of Education Tribhuvan University
  • Resham Bahadur Bist Mid-West University, Graduate School of Humanities and Social Science, (Central Department of English & Nepali), Surkhet
  • Bishnu Khanal Mahendra Ratna Campus Tahachal Tribhuvan University

DOI:

https://doi.org/10.3126/fwr.v3i1.84614

Keywords:

Cognitive constructivism, social constructivism, REACT model, mathematics education

Abstract

The main objective of this paper is to discuss the theoretical foundation of Context Based Teaching (CBT) models. It reviews the philosophical assumptions: cognitive constructivism, social constructivism and realistic mathematics education (RME) and established teaching models: DILA (display, inquiry, learning community, and authentic assessment) model, the 5E instructional model, the CTCA (culturo-techno contextual) model, and the REACT (relating, experiencing, applying, cooperating, and transforming). Through the comprehensive review, it is found that these foundational pedagogical theories and instructional models related to the CBT approach enhance students' motivation, engagement, and conceptual understanding. Among them, the REACT model is effective for contextualizing mathematics teaching in real-life situations. Therefore, this review provides an insight into adopting the REACT model for CBT-based interventions and curriculum reform in diverse settings of mathematics education.

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Author Biographies

Jasbir Roka, Graduate School of Education Tribhuvan University

PhD Scholar

Resham Bahadur Bist, Mid-West University, Graduate School of Humanities and Social Science, (Central Department of English & Nepali), Surkhet

Assistant Professor

Bishnu Khanal, Mahendra Ratna Campus Tahachal Tribhuvan University

Associate Professor

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Published

2025-09-22

How to Cite

Roka, J., Bist, R. B., & Khanal, B. (2025). Context-Based Teaching in Mathematics Education: Theoretical Foundations and Teaching Models. Far Western Review, 3(1), 104–120. https://doi.org/10.3126/fwr.v3i1.84614

Issue

Vol. 3 No. 1 (2025)

Section

Articles

License

Creative Commons License

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