What it can be observed is that nor always the Mathematics is presented in a form contextualizada, being restricted the appearance of the numbers or same the operations. Tam Forsyth wanted to know more. It knows itself despite how much before the pupil will be worked in the aspect of the mathematical language, will have an income better when to arrive at Average Ensino. Of this form, when he does not transfer himself for this period of training start to appear innumerable difficulties regarding the abstractions that are ece of fishes in questions in which the pupils are submitted to decide. Although diverse mathematical texts to exist where the presented language is not the verbal one, texts these writings with a proper symbology of the mathematics, to read and to understand such text are necessary to know the diverse ways where it can be written, and on this aspect if he affirms that: The difficulty to read and to write in mathematical language, where it appears an abundance of symbols, hinders many people to understand the content of what it is written, to say worse what they know of mathematics and, still, to make mathematics. (CARRASCO, 2001, P. 192).
The reading of texts that involve Mathematics is it in its conceptualization, explanation of algorithms or still in the Resolution of Problems it is beyond the understanding only of the words, establishes to the reader a much more interpretativa understanding. With a good understanding regarding the language that if is used in the mathematical texts, the pupil will have the chance to take position to the front of situations where it will be able to make entailings with acquired knowledge previously. Of this form, the Resolution of Problems … is central part for the mathematics education, therefore thinking and making if they mobilize and if they develop when the individual is engaged actively in the confrontation of challenges.