Abstract
In the article, based on the characteristics of mathematical literacy of a junior schoolchild as a set of universal and subject components, the author identifies three levels of their achievement: subject, general subject, universal. All components are characterized within the content of education and the requirements for preparing a primary school graduate. Scientific and methodological approaches that can help improve the mathematical literacy of primary schoolchildren are described. The work uses data from the implementation of individual tasks of regional monitoring in recent years, the international comparative study TIMSS (Trends in Mathematics and Science Study), as well as experimental work at the experimental sites of the Institute for Educational Development Strategy.
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