<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-8089</journal-id>
<journal-title><![CDATA[Educación matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. mat.]]></abbrev-journal-title>
<issn>2448-8089</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática A.C.; Universidad de Guadalajara]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-80892024000100064</article-id>
<article-id pub-id-type="doi">10.24844/em3601.03</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tipologia de tarefas nos manuais escolares de Matemática: um estudo com manuais portugueses de 10.º e 11.º ano]]></article-title>
<article-title xml:lang="en"><![CDATA[Types of tasks in Mathematics textbooks: A study with Portuguese&#8217;s textbooks of 10th and 11th grades]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Letícia Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martinho]]></surname>
<given-names><![CDATA[Maria Helena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho Instituto de Educação CIEd - Centro de Investigação em Educação]]></institution>
<addr-line><![CDATA[Gualtar Braga]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Minho Instituto de Educação CIEd - Centro de Investigação em Educação]]></institution>
<addr-line><![CDATA[Gualtar Braga]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>36</volume>
<numero>1</numero>
<fpage>64</fpage>
<lpage>89</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892024000100064&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892024000100064&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892024000100064&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A diversidade de tarefas é essencial para a aprendizagem, consideran-do as diferentes funções que desempenham. Assim, é importante fornecer aos alunos a oportunidade de ter contacto com diferentes tipos de tarefas em Matemática. Neste estudo, fez-se uma análise a todos os manuais portugueses de 10.º e 11.º ano, autorizados pela Direção-Geral de Educação para o ano letivo 2020/2021, da disciplina de Matemática A, para se perceber a diversidade de tarefas que cada um propunha. Estes são dois dos três anos finais da escolaridade obrigatória em Portugal, inseridos no chamado &#8220;Ensino Secundário&#8221;, e os alunos normalmente têm entre 15 e 17 anos de idade. Considerando que as tarefas podem ser divididas em quatro categorias principais, de acordo com a sua estrutura e o seu nível de dificuldade, concluiu-se que cerca de 88% têm uma estrutura fechada e nível de desafio reduzido, aproximadamente 11% têm também estrutura fechada mas grau de desafio elevado, e as restantes têm estrutura aberta e desafio reduzido, com uma percentagem inferior a 1%. Quanto a tarefas de estrutura aberta e desafio elevado, foi apenas encontrada uma.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The diversity of tasks is essential for learning considering the different functions they perform. Thus, it is important to provide students with the opportunity to have contact with different types of tasks in Mathematics. In this study, an analysis was made of all Portuguese manuals of 10th and 11th grade, which are authorized by the General Direction of Education for the academic year 2020/2021, of the subject of Mathematics A, in order to understand the diversity of tasks that manual proposed. These are two of the final three years of compulsory education in Portugal, inserted in the &#8220;Secondary Education&#8221;, and students are usually between 15 and 17 years old. Considering that tasks can be divided into four main categories, according to its structure and its level of difficulty, it was concluded that about 88% have a closed structure and reduced level of challenge, approximately 11% also have a closed structure but a high level of challenge, and the remaining tasks have an open structure and reduced level of challenge, with a percentage below than 1%. As for open structure and high level of challenge tasks, only one was found.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino secundário]]></kwd>
<kwd lng="pt"><![CDATA[manuais escolares]]></kwd>
<kwd lng="pt"><![CDATA[tipologia de tarefas]]></kwd>
<kwd lng="pt"><![CDATA[resolução de problemas]]></kwd>
<kwd lng="pt"><![CDATA[matemática]]></kwd>
<kwd lng="en"><![CDATA[high school]]></kwd>
<kwd lng="en"><![CDATA[textbooks]]></kwd>
<kwd lng="en"><![CDATA[task typology]]></kwd>
<kwd lng="en"><![CDATA[problem solving]]></kwd>
<kwd lng="en"><![CDATA[math]]></kwd>
</kwd-group>
</article-meta>
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