This research is about how children of Infantile education think the concepts from her everyday experiences. The main goal was to analyze, the historical-cultural theory light, the number concept formation lawsuit, having, like fundamental matter the everyday situations the number scientific concept significance. It was doing accomplished with children of 4 and 5 years of a Municipal School. The used methodology had a qualitative boarding with a knowledge interpretative analysis that was evidenced in the teaching episodes. Search, in the extra everyday and infra-school of the children her experiences and underlying needs to which ones are ideas and notions that are approached of the number concept significance. The main evidence is just that, to the if it brings children's everyday life for the class room itself, they have an involvement in the activities naturally until the moment that the formalized actions are simple. As will go whether children have any complexes or extends for a time period larger, they distract themselves and seek actions – games - different that aren't many times constituted of logic and significance related to the concept in elaboration.