Exploring Contextual Problem-Solving Opportunities in Nepal’s 8th-Grade Mathematics Textbook

Addressing math problems in real-world contexts is essential for students entering today’s workforce, where problem-solving and adaptability are increasingly important. The National Assessment of Student Achievements (NASA) indicates a significant shortfall among Nepali 8th graders in solving context-related tasks, raising concerns about students’ readiness to apply mathematics beyond routine procedures. We examined the new Nepali mathematics textbook for grade 8, published by the Nepal government, to assess the opportunity to learn (OTL) context-based tasks, as textbooks strongly influence student learning and instructional practices. While some OTL exists, our findings show that most context-based tasks do not have potential to engage students in meaningful mathematical activities and foster students’ critical thinking due to their low cognitive demand. The lack of tasks that promote deeper mathematical thinking may hinder future students’ problem-solving capabilities. We discuss ways to narrow the gap between the intended curriculum, which emphasizes real-world integration, and the achieved curriculum reflected in the NASA assessments.