A systematic review into the approach of contextual teaching and learning in mathematics education

Dominika Kusnirova 1 * , Iveta Scholtzova 1, Juraj Kresila 2
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1 Department of Mathematics Education, Faculty of Education, University of Presov, Prešov, SLOVAKIA
2 Department of Communication and Literary Education, Faculty of Education, University of Presov, Prešov, SLOVAKIA
* Corresponding Author
EUR J SCI MATH ED, Volume 14, Issue 3, pp. 379-394. https://doi.org/10.30935/scimath/18575
Published: 20 May 2026
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ABSTRACT

Mathematical literacy, encompassing the ability to think analytically and apply mathematical concepts to solve problems in authentic contexts, is a key competence of the 21st century, which is also emphasized in the new curricular framework in Slovakia. One of the didactic approaches that support the development of mathematical literacy is contextual teaching and learning (CTL). Existing literature reports a range of methods for implementing the CTL approach, indicating considerable variability in its conceptualization and application across studies. The aim of this study is to provide a systematic perspective of the research focused on the implementation of CTL in mathematics education. Relevant studies were retrieved from the Web of Science, Scopus, ERIC, and Google Scholar databases. The review included studies that examined CTL-based instruction in mathematics education and were published between 2015-2024. The methodological framework of this review was guided by the principles outlined by Mareš (2013) employing PRISMA 2020 checklist for reporting. The findings indicate the existence of three distinct levels of CTL implementation that differ in their degree of alignment with CTL as defined in the literature. Specifically, three levels of CTL incorporation into the educational process were identified: (1) direct implementation of the REACT strategy, in which CTL is applied through all its components in accordance with the original sequential model; (2) application of CTL components as defined by Johnson (2002) and Hamruni (2012); and (3) use of alternative instructional strategies, in which only selected CTL elements are implemented.
Keywords: contextual teaching and learning, mathematics, primary education, real context

CITATION

Kusnirova, D., Scholtzova, I., & Kresila, J. (2026). A systematic review into the approach of contextual teaching and learning in mathematics education. European Journal of Science and Mathematics Education, 14(3), 379-394. https://doi.org/10.30935/scimath/18575

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