Writing to learn mathematics

This paper is a reflection on the potential of written communication for learning mathematics, considering in it the construction of mathematical knowledge and transversal skills, such as communication, reasoning and problem solving. Based on the research carried out, we present and discuss three contexts that can contribute to the promotion of written communication: (i) Resolution of challenging problems; (ii) Description of images based on graphic humour about Mathematics; and (iii) Production of stories about Mathematics. The examples presented, from students at the end of primary school, indicate that students are able to produce written mathematical text, mobilizing their knowledge and creativity.