| Summary: | This article aims to analyze the process of appropriating mathematical concepts in Pre-school. Based on the Cultural-Historical approach, it present here a theoretical overview of our object and the analysis of two episodes experienced in ongoing PhD research it used as instruments conversational dynamics and participant observation of interactions in a day of a Pre-school Institution. The subjects of study were a teacher and ten five-year-old children. We concluded that: 1) children are in the process of appropriating mathematical concepts and experience them, but do not have the information that those are mathematical concepts; 2) the teacher’s role in presenting the concepts is fundamental, since the appropriation of culture takes place in social relations; 3) the process of appropriation of mathematical culture is not done in classes, but based on the fields of experience proposed by Base Nacional Comum Curricular (BNCC).
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