MATHEMATICAL LITERACY: COMPARISON AND QUANTIFICATION IN THE 2ND GRADE OF ELEMENTARY SCHOOL

Abstract

This article presents a segment of a master's research project in Mathematics regarding mathematical literacy, focusing on the teaching and learning of number comparison and quantification in the second grade of elementary school at a public school in Canaã dos Carajás, Pará. Addressing the difficulties students demonstrated with these concepts, the study proposes didactic actions aimed at overcoming such limitations, with the general objective of developing and selecting mathematical literacy activities based on a Piagetian perspective. The methodology adopts a qualitative approach, utilizing a teacher-researcher's narrative regarding her own practice. The results indicate that the pedagogical proposals fostered a transition from predominantly perceptual thinking to a more structured, investigative logic, helping children associate representations with actual quantities, understand the successive accumulation of units during counting, and consolidate the concept of hierarchical inclusion in quantification. It is concluded that the use of manipulative materials and opportunities for mathematical communication stimulates students' intellectual autonomy—viewing mathematics as a living language—and practically fosters the development of skills EF02MA01, EF02MA02, and EF02MA03 as outlined in the BNCC (National Common Curricular Base).