Contextualizing Teaching Mathematics Pedagogy through Teaching Learning Materials (TLMs): A Study of Geometry Learning through Geo-board in Primary Schools of the Andaman & Nicobar Islands.

Mathematics, particularly geometry, is often perceived as abstract and challenging by primary school learners, especially when taught through traditional methods that lack visual and experiential engagement. This study explores the role of Teaching–Learning Materials (TLMs), with a specific focus on the geo-board, in contextualizing geometry pedagogy in primary schools of the Andaman & Nicobar Islands. Grounded in constructivist learning principles, the research emphasizes the transition from concrete to abstract understanding through hands-on activities. Adopting a qualitative approach, the study examines classroom practices, teacher strategies, and student engagement in geometry learning. The findings indicate that geo-board-based pedagogy significantly enhances students’ spatial reasoning, conceptual understanding of shapes, perimeter, and area, and promotes active participation and collaborative learning. The use of low-cost, locally available materials further supports inclusive and equitable learning environments in resource-constrained island settings. Additionally, the study contributes empirical insights from a geographically unique and under-researched region, highlighting the importance of context-based pedagogy. However, challenges such as limited teacher training and time constraints were also observed. The study recommends strengthening teacher capacity and integrating TLM-based strategies into regular classroom practices to make mathematics learning meaningful and engaging.