In basic primary education, the calculator allows you to explore ideas and numerical models, to verify reasonableness of results previously obtained with pencil and paper or by mental arithmetic. For more advanced courses graphing calculators are very powerful support tools for the study of functions for quick response to changes in the variables are introduced and relevant information that may be developed based on those responses and the conceptual aspects related to the situation of change that is being modeled. The use of computers in mathematics education has become more accessible and important topics for students of geometry, probability, statistics and algebra. New technologies expand the field of inquiry on which they act the cognitive structures are, enrich the curriculum with the new pragmatic partner and take it to evolve. In this sense, is considering going beyond the mathematical and pedagogical work horizon, even beyond communicative competence, ie, work for the construction of meaning and the recognition of communicative acts as the unit of work emphasis on social cases of mathematics, dealing with various types of texts and problems pose a constant increase of mathematical thinking. It is important to emphasize literacy because it is through language that is configured on each subject’s symbolic universe in human interactions and processes through which we link to the real world and its knowledge: the process of transformation of experience human significance, leading to a sociocultural perspective and not just numbers. This mathematics mode rather than taking it as a system of signs and rules are understood as a cultural heritage of humanity.
The focus of mathematical thinking involves managing a pedagogy and a special teaching area according to the processes followed and the knowledge acquired to enable it to their environment. The formulation, comprehension, analysis, selection and resolution of problems have been considered as important elements in the development of mathematics and the study of mathematical knowledge to reach the building, utilizing existing resources within the municipality and integrating the different systems in the chores of everyday life. CONCLUSIONS curriculum guidelines still have much to offer the educational community in the country, their approaches, and possibilities are regarding a shaft generator classroom proposals to enable the development of students’ thinking. The possibilities that can provide the curriculum guidelines should be based on a thorough analysis of each aspect which develops on this basis for grouping the proposals for implementation. The curriculum guidelines, while not a panacea, allowing the development of proposals that activate class abilities of students to levels limited only by the desire of teachers facing these processes.