Individual ways of dealing with the context of realistic tasks—first steps towards a typology

Abstract

In this paper interim findings of an empirical study on the effects of context are presented. The study focusses on the question how upper secondary students deal individually with contextual aspects. This research project is based on a qualitative approach Triangulation of methods is applied in order to get a broader access to the field. It becomes clear that the context is neither an objective nor an invariable feature of the task. Studies deal very individually with the context, and it can be an object of change during the solving process. Four types of dealing with the context are gained from the analysis of the empirical data. These types can be embedded in and explained by the concept of sociomathematical norms and the theory of situated learning.