This paper presents some considerations about the teaching of mathematics and the
development of numerical thinking in literacy, involving the aspects related to
mathematical thinking in the learning process of the child, trying to solve the following
question: how to develop the understanding of Mathematical elements in everyday
situations? For this work we some authors will be quoted such as Colello and Leite
(2010), Adair and Passos (2018), Mizukami (2004) Mendes (2001), Paiva (2017),
Rodrigues (2017), Santos and Oliveira and Oliveira (2017). They were used in the
references and methodological approach. The main aim is to work on the mathematical
aspects to understand how numeracy practices take effect, by involving in the school
context, the recognition of the quantities and use of numerical thinking from everyday
situations. Based on a research of qualitative approach, in a subjective way which
intend intends to expose the facts, learnings and obtained results through action
research. Since the method of analysis as well the presentation of the practice was
developed in the school context through narrative, taking into account the process of
mathematical literacy, and how the numbering practices can be significantly involved
in the school context for the process of teaching. The importance of practices being
correlated to the child's daily life and in the area of mathematical knowledge.
Throughout this process the aim was to provide students knowledge and learning in
context of the proposition of numbering practices. The results contributed to a new
view on the constitution of pedagogical knowledge for mathematics teaching, in
significantly way in the process of education with: the use of mathematics linked to
everyday practices, operational mathematical elements, the importance of
mathematical literacy with learning in autonomy development, creating strategies to
build numerical knowledge and quantities and how to communicate mathematically.
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