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This text aims to analyze the translation problems of mathematical texts in teaching and learning situations. For that, we sought studies of philosophers and mathematicians engaged, among other issues, in the work of translation. The debate of those who discuss the translation of literary texts focuses on the question: should we translate the meaning or the words of the work to be translated? In the translation of scientific texts, the question is: to what extent the concepts produced in natural language are likely to scientism? In these terms, a good translation requires logic and the need to operate with mathematical language, since natural language is polysemic. The analysis of the translation of mathematical texts from the pedagogical point of view conciliates the questions raised by philosophers and mathematicians. Some educators bet, not on a mere translation of words, but in the seeking of the meaning of the mathematical text, however, they warn that such an interpretation is faced with logical criteria that are necessary for the translated text does not contradict the logic of mathematics. Thus, translate a mathematical text is to interpret mathematical statements and mathematical rules, therefore, is to read what is written beyond the encoded text, as well as see an object as something that follows techniques. [ABSTRACT FROM AUTHOR]

Our goal in this paper is to propose an interpretation different from that which usually has been given on the subject 'mathematics or simultaneous mathematics', namely, that there would be different mathematics: the mathematics of the day-to-day, school mathematics, academic mathematics etc. This assertion is often made from reflections of the mature philosophy of Ludwig Wittgenstein. Thus, we intend to develop this work as follow: we will discuss some general issues in the first phase of Wittgenstein's thought. These issues help to understand the discussion that will follow; we will explain how is based the asserting of the existence of several mathematics, according to our understanding, and discussing concepts of Wittgenstein - with special attention to the concept of family resemblances - we propose our interpretation on the theme 'mathematics or simultaneous mathematics'. [ABSTRACT FROM AUTHOR]