Compreensão do letramento matemático: um olhar a partir de pesquisas científicas em educação matemática

Abstract

The present research had as its general objective, to verify how Brazilian scientific research in Mathematics Education has understood mathematical literacy. In this way, we sought to answer: how have Brazilian scientific research in Mathematical Education understood mathematical literacy? In this way, the work has a qualitative approach and an attempt was made to carry out a systematic bibliographic review. Three Brazilian search bases were used to map the works, with 27 being selected, and attention was directed to the years, level of application, focus and specifically to the definitions of mathematical literacy used in the works. It was evidenced in the works that the discussions about mathematical literacy start from 2003, with the majority of the works developed in the early years of elementary school, and the main focus characterized among the investigations was the teaching practice involving mathematical literacy. It was found that most works used PISA to define mathematical literacy, but even so, they had several definitions about literacy in general and mathematical literacy. It was revealed that mathematical literacy makes it possible to recognize the role that mathematics plays in the social environment, that is, in the world.