MATHEMATICS IN COMIC BOOKS: REPORT ON THE EXPERIENCE OF A READING AND LITERACY PROPOSAL

Abstract

This paper reports on a pedagogical experience developed at the Orlando Venâncio dos Santos State Full-Time High School, located in Cuité, Paraíba, Brazil. The study aimed to integrate reading practices into mathematics teaching in order to enhance reading comprehension, an essential component of problem solving. The initiative was motivated by the 2021 diagnostic assessment, which indicated proficiency levels of 44% in Portuguese and 18% in Mathematics, revealing a more pronounced learning gap in the latter. To address this disparity, a literacy project was implemented in which first-year high school students produced comic books related to the mathematical content studied, using the online platform Pixton. The classes were organized into groups, and each week one group was responsible for creating a comic book to be published on an Instagram page specifically created for the project. The methodological approach combined digital technology, textual production, and mathematical content, fostering playful and collaborative learning. The findings suggest that the practice supported students’ understanding of mathematical concepts, strengthened reading and interpretation skills, and contributed to increased interest in Mathematics.