LANGUAGE AS A BRIDGE BETWEEN THINKING AND DOING MATHEMATICS: CONTRIBUTIONS OF THE PORTUGUESE LANGUAGE TO THE CONSTRUCTION OF MEANING IN MATHEMATICS EDUCATION
Keywords:
Mathematical Language, Literacy, Interdisciplinarity, Mathematics Teaching, Teacher Education, Cognition and LanguageAbstract
The relationship between Portuguese Language and Mathematics, traditionally viewed as separate fields, proves essential for developing students’ logical and interpretative thinking. Research indicates that many mathematical difficulties arise not from conceptual limitations but from linguistic gaps that hinder reading, interpretation, and meaning-making. In response to this issue, this study aims to analyze the contributions of language to the teaching and learning of Mathematics and to understand how linguistic and mathematical literacy shape students’ reasoning. A qualitative, bibliographic, and interpretative approach was adopted, drawing on studies published between 2000 and 2024. The results highlight four central dimensions: language as a mediator of mathematical thought; literacy as the basis for conceptual understanding; the influence of affective and sociocultural factors; and the importance of interdisciplinary teacher education. Findings show that pedagogical practices integrating reading, writing, argumentation, and problem-solving foster students’ autonomy and deeper conceptual comprehension. It is concluded that integrating Portuguese Language and Mathematics is an epistemological necessity that promotes meaningful, critical, and humanizing learning.
