Chapter 3: Combined Reading: A Methodological Approach for Documental Curricular Analysis

The present research focuses on qualitative analysis of official curriculum documents, seeking to promote reflections and learnings about mathematics teaching in elementary education. The study presents an original research methodology developed for this purpose, combined reading. We understand combined reading as a methodology that supports documental analysis processes, establishes a relationship between different curricular guidelines, and reveals aspects and considerations that are not specific to analyzed documents but to mathematics teaching in general. These characteristics of combined readingcontribute to the development of mathematics knowledge for teaching. We highlight learnings from two investigations of mathematics curricula from distinct countries. One investigation explores mathematics teaching and learning processes based on Brazilian and Canadian curriculum documents. The other investigates curricular terms and expressions used in curriculum documents from seven countries. The chapter presents the lessons learned from these studies to contribute to curriculum research in the field of mathematics education.