Contextualized Teaching in Mathematics, Perceptions and Attitudes towards Problem-Solving

This study aimed to review an evidence of contextualization defined as an instructional approach with its two degrees, localization and indigenization processes and its impact to the students’ perceptions and attitudes towards problem solving in mathematics. It sought to determine as to how it can create an impact to the thriving negative influence on the students’ perceptions and attitudes towards problem solving. This descriptive-correlational survey design was conducted at Molave Vocational Technical School (MVTS) A.Y. 2018-2019 with Senior High School students being surveyed considering their exposure to contextualized teaching. The study utilized a validated self-formulated questionnaire and the adapted and modified Perceptions and Attitudes towards Problem Solving in Mathematics Scales (PTMS) and (ATMS) in gathering necessary data to determine its statistical significant relationships. The results revealed that students have high exposure to contextualization. In addition, it has influenced very high perceptions and high attitudes towards problem solving in mathematics. Also, it is manifested statistically the evident correlation between the aforementioned variables despite its methodological limitations. Contextualization is viewed by students as an aid in connecting situations and problems, promote critical thinking and deeper understanding and perform real-world activities. Further, it is implied that contextualization has the potential to accelerate the progress of underprepared students towards a more globally competitive higher education forum. Teachers are highly encouraged in the utilization of the contextualization process.