A Critical Analysis of Problem Posing in the Mathematics Curriculum at Secondary Level

Mathematics curriculum has undergone various changes from time to time to fulfill the goals of Mathematical Education and to its social relevance. Mathematics is considered as a compulsory subject of general education. But when separate periods are allotted for learning and teaching mathematics, these Basics of Mathematics tend to be isolated from the real context and taught formally. The present study is an attempt to find out the number of problem references in the developmental and testing stages of mathematical concepts at secondary level. The Mathematics Textbook (SCERT, Kerala, Standard X) was analyzed in terms of real-context based and formal problem references used for developmental and testing stage. The study revealed wide range of contexts embedded with mathematical components.