This study aims understand the relationships and difficulties between the textual
comprehension of mathematical statements in problem solving in a 9th grade
elementary school class of Castanhal-PA. Its proposition is that the difficulty in
reading with textual comprehension is one of the great challenges faced in the
environment of the Basic Education classroom, since knowing how to read is not
enough, it is essentially also necessary to know how to interpret. For the completion
of this Course Conclusion Paper, a qualitative research was used, in which a
questionnaire was applied in order to assess the importance of reading and its
association in the mathematical activity for the students, followed by a test with the
purpose of analyze possible difficulties, referring to the reading comprehension of
the text, in the statements of problems. The result of the class was of great
significance for this subject, indicating that encouraging reading in the learning
process, especially in solving mathematical problems, can provide significant
benefits and contributions to teaching and knowledge of school mathematics. Based
on this assumption this research is of social and academic relevance and is justified
for bringing to this discussion a problematic that is situated in the classroom
environment and that causes us concern as teachers of Mathematics in formation.
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