Contribuições da leitura e escrita para a aprendizagem da matemática com textos de diferentes contextos

This work aims describe, through a phenomenological approach to qualitative research, which are the contributions of reading and writing of texts from different contexts for learning mathematics. For this purpose, we developed activities involving reading, writing and math in classes in the 6th grade of elementary school to a state school Guaratinguetá. These activities constituted the research data as part of the fieldwork. We analyzed the data following the procedures of this phenomenological research which they are described by Bicudo (1994, 2000, 2011), Fini (1994) and Machado (1994). We base our study on reading, writing and mathematics in Nacarato (2009), Lopes (2009), Smole (2000) and Fonseca (2005), among others. In the analysis, we seek to clarify how meaningful situations of different contexts, helping to develop skills in reading, writing and interpretation of the student, which in turn help the students at understanding mathematics. After the analysis of data, we named the two open categories: Difficulty of Expression and Communication Facilities. The interpretation of categories allows us to understand that there is, by individuals, a communicative intention that is expressed in the texts