This analysis of a group of activities proposed by a mathematics textbook addressed to Youth and Adult Education (EJA) is part of a study developed in the context of concerns about the development of parameters for the assessment of teaching materials for this public. By discussing how numeracy practices are constituted in school activities with rational numbers, our analysis intends not only to discuss the efforts to promote the acquisition of some skills, but also to problematize the sociocultural dimension of both pedagogic decisions and mathematics practices for whose appropriation the textbook intends to contribute. We focus on practices related to text reading and mathematics learning, seeking to establish a dialogue with reflections on: literacy and numeracy, peculiarities of the teaching of rational numbers and the specificities of the relations of young and adult students with mathematical knowledge and literate practices.
youth and adult education; numeracy practices; reading practices; textbooks
