MATHEMATICAL LITERACY IN THE LITERACY PHASE: AN ANALYSIS OF THE DISSONANT TEACHING PRACTICES OF TEACHERS IN THE CLASSROOM

Abstract

This research aims to analyze the deviant teaching practices of mathematics teachers in the literacy phase that diverge from the theoretical and methodological guidelines of Mathematical Literacy as advocated by the Brazilian National Common Curriculum Base (BNCC). Data were collected through an online questionnaire (Google Forms) answered by 120 mathematics teachers from 32 municipalities and 13 states of Brazil who participated in an extension course entitled: Mathematical Literacy in/for the literacy phase. To analyze the data, we used Content Analysis from the perspectives of Bardin (1977), Rodrigues (2019), and Rodrigues and Brito (2025), which led to the definition of eight Units of Registration and the creation of the Analysis Category: Limiting Aspects for the Development of Mathematical Literacy in the Literacy Phase. The research results indicate the existence of several structural, formative, and pedagogical aspects that hinder and directly impact the development of mathematical literacy by students during the literacy phase. These aspects indicate the urgent need to rethink teaching practices and the training processes of mathematics teachers to promote mathematical literacy from the early years of elementary school.