Qualitative research reveals that geometry tasks often lack real-life contexts, highlighting limitations in educational materials.
What are the different contextual references present in Geometry tasks in New High School (NEM) textbooks? This question guides the qualitative research, which adopts the Theorem System as its methodological approach, based on contextual references. A total of 7,345 Geometry tasks from NEM textbooks were classified. This paper presents an analysis focused on Reality tasks. The results show that most contexts are purely mathematical, while a minority refer to reality. In addition, some of these contexts mention aspects of reality in their statements, but the question proposed is situated in other contexts, such as Pure Mathematics, losing part of its power to connect everyday life and the concepts studied.
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Alves et al. (2025) studied this question.
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