This study investigates the use of mathematical language by 6th-grade elementary school students, focusing on writing and representations used when working with addition and subtraction operations. Considering the challenges of school transition between early and later years, we analyze how students construct meaning based on their experiences and everyday vocabulary. This qualitative research was conducted in a public school in Rio Grande do Sul and involved practical activities, such as creating word clouds and developing mathematical problems. The results show that understanding and using mathematical language are directly related to the development of students' autonomy and mathematical communication. Thus, the study highlights the importance of pedagogical strategies that bring mathematics closer to students' daily lives, facilitating learning and adaptation to new academic demands.
Roth et al. (Mon,) studied this question.