International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Relationship Between Contextualization and Cognitive Demand in Geometry Tasks in Textbooks from Brazil and Norway

Gabriel Amancio, Rúbia Amaral, Beatriz Litoldo, Danyal Farsani

UNESP - São Paulo State University

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 43–50ISSN 2790-36482026Scopus conference code 336559
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Abstract

Contextualization is often linked to deeper cognitive engagement in mathematics, but evidence is scarce. Against this background, this study addresses the research question: How do different contextual references in geometry tasks relate to the levels of cognitive demand mobilized by these tasks in mathematics textbooks from Brazil and Norway? Using a qualitative Theorem System framework, tasks were classified by context and demand and compared. Findings reveal the dominance of Purely Mathematical contexts and low-demand tasks in both countries. Semi-reality contexts show relatively higher demand but are not predominant. Overall patterns remain consistent across the two collections. The study points out that cognitive demand is more associated with task planning intentions than with the nature of the context itself.

Keywords

Contextualizationcognitive demandGeometrymathematics textbook

Recommended citation

Amancio, G., Amaral, R., Litoldo, B., & Farsani, D. (2026). Relationship Between Contextualization and Cognitive Demand in Geometry Tasks in Textbooks from Brazil and Norway. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 43–50). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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