Geometry tasks in Mathematics textbooks: A look at contextualization and cognitive demand

• Grant number: 25/02812-0
• Support Opportunities: Scholarships abroad - Research Internship - Scientific Initiation
• Start date: June 01, 2025
• End date: August 31, 2025
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Rúbia Barcelos Amaral
• Grantee: Gabriel Amancio Alves
• Supervisor: Danyal Asadipour Farsani
• Host Institution: Instituto de Geociências e Ciências Exatas (IGCE). Universidade Estadual Paulista (UNESP). Campus de Rio Claro. Rio Claro , SP, Brazil
• Institution abroad: Norwegian University of Science and Technology (NTNU), Norway
• Associated to the scholarship: 23/12141-0 - DIFFERENT CONTEXT REFERENCES PRESENTED IN GEOMETRY TASKS IN MATHEMATICS TEXTBOOKS, BP.IC

Abstract

This research project investigates the presence and cognitive demand of Geometry tasks in Mathematics textbooks used in Brazilian high schools, particularly within the New High School (NEM) framework. It aligns with the work of the theorEMa research group, which studies the role of Geometry and technology in Mathematics education. The study builds upon previous analyses of over 7,400 tasks from 21 textbooks, identifying patterns in contextual references and their relation to cognitive demand. A qualitative interpretive methodology is adopted, using classification criteria to analyze task contextualization and cognitive requirements. The research aims to refine classification criteria and compare Brazilian textbooks with Norwegian materialss. The project will be conducted at NTNU in Norway under the supervision of Prof. Dr. Danyal Farsani. The internship will involve discussions with international researchers, participation in the ICMT 5 conference, and comparative studies with Norwegian textbooks. Results will be disseminated through academic conferences, journal publications, and integration into the research activities of the theorEMa group, furthering discussions on Geometry and cognitive demand.