However, always we come across, in classroom or it are of it, comsituaes not very rare, on an old one> problem that dificultaacomplementao of the mathematical reasoning of our pupils, that is the arithmethic table. We can observe that the mathematics is present in our lives in maissimples moments: to make a counting, to the value to be paid in a purchase, complex calculations, carried through for computers ouem, in the oscillations of preosdo supermarket and in some situations considered important in the nossodia-the-day. Of simplest to the most complex mathematical calculations atabuada it is present, in this way, we come across today with a quandary: how to teach atabuada? To decorate would be the correct measure or has another skill to make it? Existemopinies argumentativas in favor of a simple ones yes or of not. But essasopinies are not questioned. But he is friction the pupil whom atabuadae does not know nor to know to decide the calculations, and the ones that decide calculations, emboraautomaticamente, to semsaber the arithmethic table, for having decorated it. The important one is fazercom that the pupil understands ' ' as realizar' ' these calculations with umconhecimento of construction of the numbers that imply in the accomplishments dessasoperaes. We go to observe a number, for example: 571.Sua construction, in the truth, is composed of an arithmethic table.
We read this number as five hundred esetenta and one. Five hundred, made up one of 5 x 100, or 5 x 102; seventy and one, for the group of 7 units 7 times 10 = x 10 + 1; the final number, 571, for the addition of the joined products. We could arrive at a formula paranmeros of 3 numbers, as: 10 n + b10n -1+ …… +c = ABC. According to Brito (2003), thinking it was excluded from the escolasdurante many years. The pupils were trained, learned techniques and macetes and oque them were charged were centered in the repetition.