Abstract
We developed a method of learning based upon the students' ability to do calculations the were context dependent, and have sufficient evidence to prove the validity of this methodology. We established a control group and an experiment group. We taught the experiment group by using naturally occuring phenomena as the context for learning mathematics. The control group were taught directly from the textbook. These two teaching methodologies were implimented in the mathematics and science classes and the differences between them were compared. As for the experiment group, though there was no difference in the number of questions that they answered as compared with the control group, there was a difference in the ways the two groups responded to the problems as indicated by their thought processes. We, therefore, argue think that the method of teaching science in context is as effective as teaching mathematics in context.
