DIFFERENT CONTEXT REFERENCES PRESENTED IN GEOMETRY TASKS IN MATHEMATICS TEXTBOOKS

• Grant number: 23/12141-0
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: January 01, 2024
• End date: December 31, 2025
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Rúbia Barcelos Amaral
• Grantee: Gabriel Amancio Alves
• Host Institution: Instituto de Geociências e Ciências Exatas (IGCE). Universidade Estadual Paulista (UNESP). Campus de Rio Claro. Rio Claro , SP, Brazil
• Associated scholarship(s): 25/02812-0 - Geometry tasks in Mathematics textbooks: A look at contextualization and cognitive demand, BE.EP.IC

Abstract

The present project is part of a research developed by the advisor (and researchers from different Brazilian states) together with the CNPq Universal Edict, which studies the presence of geometry and technologies in Mathematics textbooks (LD) of New High School (NHS), approved by the National Textbookbook and Teaching Material Program (PNLD in Portuguese). In this context, the focus given in this proposal is the investigation of the different references of contexts present in the tasks of these textbooks, which is part of the specific objectives of Universal's research. Concerns arose with the NHS, so that questions related to the dynamics of this change in the school, including didactic material, are the focus of research interest, here particularly centered on geometry tasks. From this scenario, the research problem boils down to: what are the different context references present in geometry tasks in Mathematics textbooks for New High School? There will also be a theoretically based discussion on context to support the qualitative analysis of the categorized material. It is also expected that a contribution, albeit indirect, will be given to the PNLD, since the discussions resulting from the research can encourage the improvement of the tasks present in the books, contribute to discussions by LD authors, as well as by PNLD evaluators , in addition to encouraging teachers to reflect on the selection of textbooks.