Designing Collaborative Mathematics Tasks as a Professional Learning Space for Teachers: A Case Study From the Perspective of Islamic Culture During Ramadhan

This chapter aims to investigate the use of mathematical tasks related to the calculation of zakat, fasting duration, food distribution (iftar), ketupat, bedug, and others to teach the basic concepts of mathematics, such as fractions, percentages, time management, and geometry. This social context- based learning aims not only to enhance students’ mathematical competences but also to introduce them to social values such as justice, responsibility, and sharing. This study identifies the main challenges in designing context- based tasks, such as task complexity, student acceptance of the social context, and teaching time constraints. This chapter also provides solutions and recommendations to improve task design, as well as proposing future research directions involving learning technology and long- term evaluation in context- based education. Thus, context- based social mathematics learning is expected to introduce social values that can enrich students’ lives in society.