Leitura e escrita em Cálculo

This paper investigates mathematics reading and writing competencies, from the perspective of Calculus literacy. A theoretical framework is proposed trying to characterize mathematics reading, in order to design and to analyze the empirical study developed. Data were collected in two moments, enrolling 35 undergraduate engineering students solving questions about double integrals. Questions are considered as a mathematics text written by the teacher. That text supposes a reader with competency to read and to give a response to the text. In that process the reader becomes itself a writer of a new math text. Results pointed out that the categorization system proposed presents possibilities as an instrument of the research and the teaching of Calculus.