In order to promote the quality of teaching-learning of mathematics in the primary classes, the teacher must carry out a reconsideration of the educational approach, so that the developed teaching strategies are centered on the student, i.e. the learner. Because the teaching strategies must ensure the development of cognitive, affective and actional psychic processes, in order to offer them possibilities of adaptation and framing in the social and professional environment. The teaching strategies based on action, application, and research have a great importance in teaching-learning mathematics in the primary classes. Later, these strategies will enable students to gain qualitative and functional knowledge.