| Summary: | We analyzed in the article the experience of a study, in the field of research-intervention, in which the objective was to implement and evaluate a didactic sequence with textual genres in mathematics classes in the early years of elementary school. The data were produced based on the activities developed in a 4th grade class, in which the possibilities, perspectives and limits of performance were monitored. The work with textual genres is justified because it deals with a proposal that aims to contribute to the process of mathematical literacy in the perspective of literacy mathematical. Relating the teaching of mathematical content to the mother tongue has been a relevant aspect of research and practice in that the children are appropriating both the alphabetical writing system and the calculation procedures, as was noticed in the research results.
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