ABSTRACT
This paper explores the secondary-level mathematics teachers’ understanding of the mathematics curriculum. The design of this study was narrative inquiry. It is based upon a research questions: “What are the perceptions of the present curriculum from contextualized perspectives?” “Is the curriculum contextualized or not?” On the respective questions, respondents opined that their curriculum is not as contextual as it should be to meet the need of the time. Much content that is taught in the classroom is not applicable in real-life situations. Curriculum should focus on the need of the students. They should be taught to be independent after they pass exams at certain levels. However, the contents are not supportive for this purpose. Further, a pivotal part of this project is examining the applicability of the curriculum and encouraging individual efforts of the students.
