Abstract
This paper addresses perspectives and connections between Native Language and Mathematics Literacies, regarding the official requirements for Brazilian nine years of 'Fundamental School', in order to emphasize their interdependence and relevance. A qualitative study based on official documents and researches from 1996 to 2012 is presented. Based on this process, it is possible to come up with some improvements in basic education, related to language and mathematical literacies. The authors suggest the impact of governmental policies for educational institutions. The theoretical background that can be used to choose a suitable mathematical education strategy for Fundamental Schools is given in the conclusion.
Keywords:
Native language literacy; Mathematics literacy; Teaching strategies; Fundamental school