As facilitador of learning it has the purpose in the agreement of the citizen with the object, making to express it what they had studied theoretically, that is, the subject of the lessons most playful attractive despertando its curiosity in the mathematics that is seen as an animal papo and playing not gives account that is in activities. Steps (2002, p.78) consider that the concrete materials must serve as mediating to facilitate to the relation /aluno/ professor knowledge at the moment where knowing is being constructed. Floriani (2000) the methodology supported in the use of concrete instrucionais materials demands climate of freedom in the classroom, appraises for independence in the construction of the concepts, promotion of the moral, intellectual and social autonomy of educating. It is not treated, therefore, to use concrete materials with the simple purpose to facilitate acquisition of contents (p.65). 4.3 Liking the mathematics in the learning Not mathematics taste, but at the same time that not taste, I know of its importance, and is not alone in the school, but also for its life. Therefore I try to understand it and to dominate it (TO). It has many numbers and it confuses my head (VV).
In my infancy he was not used these types of materials. We exactly learn in the base of the arithmethic table and memorization (MM). Only shot ten (JC). I never obtained more or less to learn with easiness (LS) I taste, has easy mathematics and another difficult depends on the numbers (JF). To like mathematics, not to like the mathematics and if learned with manipulable materials, for diverse reasons in the learning, the justifications the majority says: it likes but it is not good in the mathematics, it feels difficulties it is interesting and very necessary in day-by-day, develops the part of calculations, moving with the mental reflection if it identifies with the substance and they had not studied with manipulable materials.