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There is a general agreement in society that every child should study Mathematics at school in order to acquire skills for their adult life (Orton & Wain, 1996). Mathematics is thought to be the language in which logical reasoning and problem solving blend together as the goal for development of thinking skills (Johnson & Rising, 1992). Despite these notions, unfortunately, Mathematics is a subject where many secondary school students perform poorly at national examinations (Netherlands, 2004). According to Fuchs, Fuchs, Hamlett and Appleton (2002), Mathematics, especially worded problems, are often challenging for students of all ages, including those with or without special learning needs. This is supported by the fact that there exists poor teaching methods, ineffective teacher-centered methods and a lack of creativity in teaching Mathematics (Netherlands, 2004). Netherlands (2004) postulated that the current reform agenda in Mathematics education promotes the view that in order to convey Mathematical principles, teachers must teach and assess using a variety of meaningful and authentic methodologies. Currently, Mathematics is being taught using teacher-guided lessons (Netherlands, 2004), and, despite the recognition Mathematics has received at the various grade levels, most students, especially those at the secondary school level, exhibit nonchalant attitudes towards the subject (Okoro, 1995). Okoro continued by stating that the reason for failure in Mathematics lies

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