The negative answers relate the lack of the manipulable materials in the learning or the way that had learned in the years passed in the school, today are more easy, therefore we have the didactic games that it facilitates the learning. Kamii (2007, p.48) in many schools, the mathematics today continues being one ' ' animal-of-seven-cabeas' '. Operatrias rules and techniques, as well as a vocabulary sufficient I specify, are presented very early to the children, having occupied the place that could and would have to be dedicated to the development of the reasoning. I did not learn with manipulable materials, I I learned with the numbers (JF). In the traditional method this type of material did not exist (AM). However, learning that had had in the pertaining to school life with the mathematics the concrete materials used by the professors: chalk, picture, counting of 1 up to 10, resolution of the four operations, arithmethic table, writing, wallets with cartilha (quarter) and memorization, these cited materials as material manipulable. Of this relation the arithmethic table was cited by the pupils, as one of the objectives of traditional education and the games alone to pass the time and in the time that had studied did not have are didactic of education. 4.4 To think as to manipulate the materials In thinking about using the manipulable materials in initial series EJA, confuses with basic education, in the Vigotskiana theory (1988) in the process of development of concepts, not if it can wait that the incorporation and explicitao are immediate: the no-explicitao does not imply that a considered abstract, worked concept in lesson, cannot contribute in the qualification of the pupil to understand concrete concepts. If the children learn at the beginning of an amused skill, the adults will go to learn much more fast, are important to know, to know that she has some ways to learn to decide mathematical activities (AC). He is very useful, because you