TY - JOUR TT - MATHEMATICS TEXTBOOK ANALYSIS IN TERMS OF SUPPORT TO CONTEXTUALIZED TEACHING AU - Milinković, Dragica AU - ćurčić, Milenko AU - Dumitrašković, Tatjana PY - 2017 DA - August DO - 10.18769/ijasos.336540 JF - IJASOS- International E-journal of Advances in Social Sciences JO - IJASOS PB - OCERINT International Organization Center of Academic Research WT - DergiPark SN - 2411-183X SP - 329 EP - 337 VL - 3 IS - 8 KW - Contextualization KW - Learning KW - Mathematics KW - Teaching KW - Textbook N2 - In theprocess of teaching mathematics in the primary school cycle in the Republic of Srpska,the textbook has a very important role, considering its focusing effect on thelearning and teaching, that is to say, on the structure of students’mathematical knowledge. In this sense, the use of textbooks in initial teachingof mathematics, particularly in the design and implementation of the process ofteaching, is one of the important indicators of the mode of work and the placeof students and teachers in the educational process. This paperresearch points out the necessity of aligning the textbook concept with moderntheories of mathematics education, including the creation and writing oftextbooks that will serve the realization of achieving goals of modernmathematics teaching. Among other things, the textbook model that will meet setrequirements will feature the representation methods, procedures, and teachingapproaches that promote active and interactive learning, as well as, creativeand critical thinking. The paper also points out the contemporary tendenciesthat new models of textbooks should be primarily based on contextualization,which implies a problem solving approach to teaching and the development ofhigher forms of learning and thought processes. This context is the startingpoint for empirical analysis with the aim to test the support for standard mathtextbooks for junior grades of elementary school approved for use in the Republic of Srpskain school year 2016/2017, and the process of contextualization of learning andteaching mathematics in elementary school teaching. In the first part of thepaper, the theoretical aspects of the fundamental concepts of contextualteaching and learning in mathematics teaching in junior grades of elementaryschool, as well as the importance of the textbooks in acquiring knowledge areshown. The first part of the paper also deals with the analysis of currenttextbooks focusing especially on the elements of the contextual approach to theprocess of teaching. The second part of the paper deals with explaining numeric indicators,which indicate that in the textbooks of mathematics from the first to the fifthgrade different modes of contextual problems are identified primarily withregard to different forms of expression and presentation (illustrated, textual,combined - picture, text). The results of their number indicate theunsatisfactory support of standard textbooks to the process ofcontextualization of learning and teaching mathematics in junior grades ofelementary school teaching, since textbook context, both in terms of sources ofinformation, and methodical scenarios have dominant transmissive role inteaching mathematics.  CR - Academy for Educational Development, Retrieved May 04, 2014 from the World Wide Web http://www.niwl.org/pdfs/Context_Learning.pdf Antić, S. (2009). 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