The teaching of mathematics in school during the period of transition from traditional school to Progressive School requires of the child body a new modus operandi. From the silenced, contained, passive, position characteristic of traditional pedagogy, the child body starts to be invested from another disciplining logic, using more dynamic, participative techniques in order to actively request it, in the process of teaching and learning mathematics in school. Thus, practices that are very dear to Mathematics teaching, and linked to traditional teaching, such as repeating, remembering, and memorizing, are reactivated and reconfigured, becoming supports for a pedagogy that called itself progressive. The empirical material that supports our analyses comes from the publication Revista do Ensino/RS, which circulated between 1939 and 1992, however, our portion is from 1939 to 1941, a period that was strongly influenced by the Progressive School ideals in which the new pedagogical theories are experienced, discussed, and compared with the traditional practices.