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In the process 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 the learning and teaching, that is to say, on the structure of students’ mathematical knowledge. In this sense, the use of textbooks in initial teaching of mathematics, particularly in the design and implementation of the process of teaching, is one of the important indicators of the mode of work and the place of students and teachers in the educational process. This paper research points out the necessity of aligning the textbook concept with modern theories of mathematics education, including the creation and writing of textbooks that will serve the realization of achieving goals of modern mathematics teaching. Among other things, the textbook model that will meet set requirements will feature the representation methods, procedures, and teaching approaches that promote active and interactive learning, as well as, creative and critical thinking. The paper also points out the contemporary tendencies that new models of textbooks should be primarily based on contextualization, which implies a problem solving approach to teaching and the development of higher forms of learning and thought processes. This context is the starting point for empirical analysis with the aim to test the support for standard math textbooks for junior grades of elementary school approved for use in the Republic of Srpska in school year 2016/2017, and the process of contextualization of learning and teaching mathematics in elementary school teaching. In the first part of the paper, the theoretical aspects of the fundamental concepts of contextual teaching and learning in mathematics teaching in junior grades of elementary school, as well as the importance of the textbooks in acquiring knowledge are shown. The first part of the paper also deals with the analysis of current textbooks focusing especially on the elements of the contextual approach to the process 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 fifth grade different modes of contextual problems are identified primarily with regard to different forms of expression and presentation (illustrated, textual, combined - picture, text). The results of their number indicate the unsatisfactory support of standard textbooks to the process of contextualization of learning and teaching mathematics in junior grades of elementary school teaching, since textbook context, both in terms of sources of information, and methodical scenarios have dominant transmissive role in teaching mathematics.

MATHEMATICS TEXTBOOK ANALYSIS IN TERMS OF SUPPORT TO CONTEXTUALIZED TEACHING