“…This lack of literature on what students would find interesting as contexts in learning mathematics motivated a multinational study on relevance of school mathematics education (ROSME) project (Julie & Holtman, 2008). The ROSME studies have provided information on what students in different parts of the world would prefer as contexts; for example in Swaziland (Ngcobo & Julie, 2012), in Zimbabwe (Ndemo & Mtetwa, 2010), in Albania (Kacerja, Julie & Hadjerrouit, 2010;Kacerja, 2011), in South Africa (Julie & Mbekwa, 2005;Julie, 2012) and in South Korea (Kim, 2012). For most of these studies, reasons for the preferences of students for particular contexts have been explained in terms of the contemporary issues prevailing in the students' society and through the authors' insights of the society.…”