This study discusses the performance of math teachers in multigrade classes at schools in river-bank communities of the Amazon region, in Pará. The emphasis was put on issues related to teaching and learning, in the field of math literacy, developed in schools located along or near the rivers of the northeast region of Pará. The data were collected based on information gathered from six teachers in seven municipal schools. The results reveal that the math literacy found in the riverside context is still restricted to mathematical experiences deeply based on global didactics guidelines and on curriculum, not taking into consideration the richness of possibilities of knowledge suggested by the students' experiences in their everyday context.
mathematical literacy; riverside education; Amazon; teaching performance