Mathematics Problems Elaborated by Teachers: an analysis from the culturally significant contextualization

Abstract

This document reports the analysis of problems elaborated before and after the implementation of a elaboration course of contextualized problems through the use of cultural signs, with high school teachers in service. A content analysis was carried out defining a priori categories for the contexts and the contextualization of the problems elaborated; in particular through the authenticity components (event, question, purpose, and data) the culturally significant contextualization of the problems was analyzed. In general, the purpose of the problems elaborated in the course was closer to the reality of the sociocultural context compared to those proposed before the course. However, weaknesses persist with respect to presenting data and information consistent with the reality of the event posed in the problem, being an aspect in which to place more emphasis in future courses to achieve the creation of more authentic and culturally significant problems.

Cultural signs; Meaningful contextualization; In-service teacher education; Mathematics problems; Authentic problems