All learning is interactive and could be made effective and applicable when contextualised to the base and relevant community. Mathematics is one of the subjects whose discourse requires relevance to the receiver. In this article, I discuss the mathematics that is displayed in the community and how teachers of the subject should be able utilise context and relevance for effective instruction and optimal learning. By definition, identification of mathematics in the given context is a teacher’s ability to acknowledge and utilise all mathematical implications and artifacts that surround the community, the land and the classroom. I will in this article provide examples from Luneta (

Place-based mathematics, which in this article also refers to as community-based mathematics, is defined as an approach to critical mathematics education that engages learners and teachers and communities to their land and the surrounding in ways that provide transparency, vision and existence of the mathematics in context (Luneta

Number, number operation and relations are best taught in classrooms in which children learn addition, subtraction, division and multiplication by using the concept of place value but based on fundamental foundational meaning extracted from the community. For instance, with number operations and relation what is the mathematics in the picture (

A picture I took of a lion that can be used in class to introduce the concepts of counting, number and number names.

Teachers can discuss with learners in Grade 1 the number of claws of a lion, lines of symmetry, estimation of mass and how many poles is the lion seating on. The picture can be used to introduce the concept of counting, numbering and number names.

It is important for teachers to always explain to learners that nature is made up of patterns that can be turned into functional algebra. All number systems (Roman, Hindu-Arabic, Chinese, Mayan, Babylonians) are patterns. The Hindu-Arabic sets from whole and natural numbers and odd and even numbers to Fibonacci series all obey patterned algebraic rules.

A picture I took of baskets and mats that illustrate the mathematics in the patterns.

(a) Thatched huts. (b) Higher-order problems from the thatched huts.

I argue in this article that while communities and land are mathematical by nature, teachers must possess good content and procedural knowledge of mathematics in order to be able to identify and utilise it in classroom.

Space and shape is perhaps the most visible and easily demonstrated area of mathematics at any level of schooling.

Various shapes and their properties illustrated in a thatched roof.

In

In this picture, I took of a railway bridge in Tzaneen that teachers can use to teach various shapes.

A display of basket made with mathematical precision measurements.

There are many examples that are community-based that teachers could use to illustrate and teach data handling, these include learners’ age, shoe size, class and school registers and readings of water and electric meters. Data science is becoming a very important subject for the world that is data driven.

Images of spiral lines and basket showing the reeds in spiral and circular formats.

The principle, knowledge and skills used by the weavers of the basket in

Equiangular spiral parametric displayed in a traditional basket.

I argue that only a mathematically versatile teacher can visualise, appreciate and use the mathematics displayed in