Imagery in the transposition of algebraic language in Mathematics teaching and learning

Abstract: This paper provides a discussion involving aspects related to difficulties in the process of teaching and learning mathematics and the relationships with the adopted language, focusing on algebraic language and imagery. Concepts that permeate these languages are developed, emphasizing the characteristics of imagery to overcome difficulties to understand algebraic language. By discussing these conceptions of languages, it is proposed that the mathematical language used for teaching mathematics, in particular algebraic lenguage, can be supported by imagery as a tool for a better understanding of Mathematics and algebraic language.