Contextualisation of Geometry Tasks in High School Mathematics Textbooks
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.17648/acta.scientiae.7131 http://hdl.handle.net/11449/248834 |
Resumo: | Background: Geometry is often seen as an area of mathematics that is present in everyone’s daily life. Looking around, we see it in the shapes of objects, in nature, etc. Therefore, it would be natural to expect that its approach in textbooks, for example, would bring different contexts in which it would be present. Objective: To discuss how contexts are introduced in geometry tasks in a collection of mathematics textbooks. Design: We use a qualitative approach of the documentary type as a methodology. Environment and participants: A collection of high school mathematics textbooks approved by the National Textbook and Didactic Material Program – 2018 was selected. Data collection and analysis: Data were produced, organised, and analysed using horizontal and vertical analysis methods in each collection volume, according to the different references of contexts. Results: They concern the different references of contexts involved in the tasks. From the 1,335 tasks analysed, 1,108 were contextualised in purely mathematical situations, while the rest, 227, were in contexts of reality. In this, there are 215 referring to reasonable semi-realities, and, on the other hand, the real context contemplates only three. Finally, nine concern tasks in unreasonable semi-real contexts. Conclusions: The restriction of the different context references that students can experience from this collection is discussed. The contexts presented do not include a broad spectrum based on a diversity of experiences among the different references of contexts. |
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Contextualisation of Geometry Tasks in High School Mathematics TextbooksContextualisationGeometryHigh schoolTasksTextbooksBackground: Geometry is often seen as an area of mathematics that is present in everyone’s daily life. Looking around, we see it in the shapes of objects, in nature, etc. Therefore, it would be natural to expect that its approach in textbooks, for example, would bring different contexts in which it would be present. Objective: To discuss how contexts are introduced in geometry tasks in a collection of mathematics textbooks. Design: We use a qualitative approach of the documentary type as a methodology. Environment and participants: A collection of high school mathematics textbooks approved by the National Textbook and Didactic Material Program – 2018 was selected. Data collection and analysis: Data were produced, organised, and analysed using horizontal and vertical analysis methods in each collection volume, according to the different references of contexts. Results: They concern the different references of contexts involved in the tasks. From the 1,335 tasks analysed, 1,108 were contextualised in purely mathematical situations, while the rest, 227, were in contexts of reality. In this, there are 215 referring to reasonable semi-realities, and, on the other hand, the real context contemplates only three. Finally, nine concern tasks in unreasonable semi-real contexts. Conclusions: The restriction of the different context references that students can experience from this collection is discussed. The contexts presented do not include a broad spectrum based on a diversity of experiences among the different references of contexts.Universidade Federal do Triângulo Mineiro Instituto de Ciências Exatas Naturais e Educação (ICENE) Departamento de Educação em Ciências Matemática e Tecnologias, MGUniversidade Estadual Paulista Instituto de Geociências e Ciências Exatas (IGCE) Departamento de Matemática Programa de Pós-Graduação em Educação Matemática (PPGEM), SPUniversidade Estadual Paulista Instituto de Geociências e Ciências Exatas (IGCE) Departamento de Matemática Programa de Pós-Graduação em Educação Matemática (PPGEM), SPMatemática e TecnologiasUniversidade Estadual Paulista (UNESP)Litoldo, Beatriz FernandaAmaral, Rúbia Barcelos [UNESP]Mazzi, Lucas Carato [UNESP]2023-07-29T13:55:03Z2023-07-29T13:55:03Z2022-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article69-98http://dx.doi.org/10.17648/acta.scientiae.7131Acta Scientiae, v. 24, n. 8, p. 69-98, 2022.2178-77271517-4492http://hdl.handle.net/11449/24883410.17648/acta.scientiae.71312-s2.0-85159308586Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengporActa Scientiaeinfo:eu-repo/semantics/openAccess2023-07-29T13:55:03Zoai:repositorio.unesp.br:11449/248834Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T14:11:22.705157Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Contextualisation of Geometry Tasks in High School Mathematics Textbooks |
title |
Contextualisation of Geometry Tasks in High School Mathematics Textbooks |
spellingShingle |
Contextualisation of Geometry Tasks in High School Mathematics Textbooks Litoldo, Beatriz Fernanda Contextualisation Geometry High school Tasks Textbooks |
title_short |
Contextualisation of Geometry Tasks in High School Mathematics Textbooks |
title_full |
Contextualisation of Geometry Tasks in High School Mathematics Textbooks |
title_fullStr |
Contextualisation of Geometry Tasks in High School Mathematics Textbooks |
title_full_unstemmed |
Contextualisation of Geometry Tasks in High School Mathematics Textbooks |
title_sort |
Contextualisation of Geometry Tasks in High School Mathematics Textbooks |
author |
Litoldo, Beatriz Fernanda |
author_facet |
Litoldo, Beatriz Fernanda Amaral, Rúbia Barcelos [UNESP] Mazzi, Lucas Carato [UNESP] |
author_role |
author |
author2 |
Amaral, Rúbia Barcelos [UNESP] Mazzi, Lucas Carato [UNESP] |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Matemática e Tecnologias Universidade Estadual Paulista (UNESP) |
dc.contributor.author.fl_str_mv |
Litoldo, Beatriz Fernanda Amaral, Rúbia Barcelos [UNESP] Mazzi, Lucas Carato [UNESP] |
dc.subject.por.fl_str_mv |
Contextualisation Geometry High school Tasks Textbooks |
topic |
Contextualisation Geometry High school Tasks Textbooks |
description |
Background: Geometry is often seen as an area of mathematics that is present in everyone’s daily life. Looking around, we see it in the shapes of objects, in nature, etc. Therefore, it would be natural to expect that its approach in textbooks, for example, would bring different contexts in which it would be present. Objective: To discuss how contexts are introduced in geometry tasks in a collection of mathematics textbooks. Design: We use a qualitative approach of the documentary type as a methodology. Environment and participants: A collection of high school mathematics textbooks approved by the National Textbook and Didactic Material Program – 2018 was selected. Data collection and analysis: Data were produced, organised, and analysed using horizontal and vertical analysis methods in each collection volume, according to the different references of contexts. Results: They concern the different references of contexts involved in the tasks. From the 1,335 tasks analysed, 1,108 were contextualised in purely mathematical situations, while the rest, 227, were in contexts of reality. In this, there are 215 referring to reasonable semi-realities, and, on the other hand, the real context contemplates only three. Finally, nine concern tasks in unreasonable semi-real contexts. Conclusions: The restriction of the different context references that students can experience from this collection is discussed. The contexts presented do not include a broad spectrum based on a diversity of experiences among the different references of contexts. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-01-01 2023-07-29T13:55:03Z 2023-07-29T13:55:03Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.17648/acta.scientiae.7131 Acta Scientiae, v. 24, n. 8, p. 69-98, 2022. 2178-7727 1517-4492 http://hdl.handle.net/11449/248834 10.17648/acta.scientiae.7131 2-s2.0-85159308586 |
url |
http://dx.doi.org/10.17648/acta.scientiae.7131 http://hdl.handle.net/11449/248834 |
identifier_str_mv |
Acta Scientiae, v. 24, n. 8, p. 69-98, 2022. 2178-7727 1517-4492 10.17648/acta.scientiae.7131 2-s2.0-85159308586 |
dc.language.iso.fl_str_mv |
eng por |
language |
eng por |
dc.relation.none.fl_str_mv |
Acta Scientiae |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
69-98 |
dc.source.none.fl_str_mv |
Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
_version_ |
1808128329909272576 |