O resgate da base: alfabetização matemática e recomposição de aprendizagem nos anos iniciais.

This article addresses the strategic importance of Mathematics Literacy and Learning Recovery in the early years of Elementary School. Methodologically, it is based on a theoretical, bibliographic, and analytical-documentary study, mapping luso-brazilian literature on mathematics education and the regulatory guidelines of the National Common Curricular Base (BNCC). The objective is to present practical pathways to reverse difficulties in the discipline and fill accumulated learning gaps through a three-stage progression of cognitive development: concrete, visual, and abstract. Based on diagnostic approaches and flexible groupings, preventive pedagogical intervention models are proposed, focusing on mathematical sense and mistake welcoming. It is observed that reversing mathematics difficulties in childhood does not depend on content simplification, but on the structuring of rich cognitive tasks associated with psychological safety, proving that learning recovery at the right age is the most effective mechanism to stop the consolidation of chronic learning gaps throughout Basic Education.