The contextualisation in equation education: an analysis in a textbook before and after PNLD

Abstract

This article analyzed the forms of contextualization that has been used for teaching equations in textbooks, noting what changes occurred the past 12 years since the implementation of the National Textbook Program. For this we seek to see which textbooks were present from the first version of PNLD to the present day, then we seek to perform the categorization of forms of contextualization in chapters dedicated to the education of first degree equations with variable categories these were structured from Silva and Santos work (2004) on contextualization. Finally we perform the comparison between the results obtained in the books before and after the implementation of PNLD. In our final results we can see that the main forms of contextualization used before PNLD remained as the most used, however it has now more harmonized way, which are the context in social practices and internal contexts mathematics.