Farias, Ronaldo Diones RuizCosta, Lucélida de Fátima Maia da2021-03-052024-09-102021-03-062021-03-052020-08-011984-7505https://ri.uea.edu.br/handle/riuea/5084In this article we present the results of a qualitative research developed at the Center for Higher Studies in Parintins (CESP), within the scope of the Scientific Initiation Support Program (PAIC), of the State University of Amazonas (UEA), with support from Amazonas State Research Support Foundation (FAPEAM). The aim of the research is to understand the role of mathematical language for the success or failure of the teaching-learning process of mathematics. The bibliographic research was developed in three phases. Initially, we defined the parameters adopted for the delimitation of the study material, which included books and scientific articles that discuss topics related to the object of study, in the next phase we carry out reflective readings of recognition of the bibliographic material and, later, the interpretative reading that allowed us to data analysis. The results indicate that language is a fundamental element in the teaching-learning process of mathematics and that its acquisition requires the apprehension of meanings that go beyond the memorization of rules and axioms, this is because the construction of the mathematical concept is not achieved with mechanical activities.Acesso Abertohttp://creativecommons.org/licenses/by-nc-nd/3.0/br/LinguagemLinguagem matemáticaEnsino-aprendizagemArtigo de PeriódicoCiências Exatas e da Terra