It is in this direction, that resolution of the mathematical problems can stimulate the curiosity of the pupils in the aspect of the learning and motivate if interest them it for the Mathematics, in way that when trying to decide the problems they improve its creativity and its logical reasoning, extending its mathematical knowledge. But, the important one is not to know to decide certain type of problem, and yes to have a minimum idea of what it comes to be one. For Van de Walle apud Allevato & Onuchic (2004, p.221), ' ' a problem is defined as any task or activity for which the students do not have methods or prescribed or memorized rules, nor the perception of that has a specific method to arrive at the solution correta' '. We point out that a problem consists of everything what we do not obtain to decide, but that we would like to make. Therefore, when a pupil does not obtain to decide a mathematical problem, it does not want to say that it does not know mathematics, in this in case that innumerable factors can exist that contribute for this, being one of them fact not to obtain to correctly understand the problem considered that can be derived from one me the interpretation of text for the event of the lack of habit of the reading or even though not to obtain to find a way to get the resolution. It is natural that it occurs some incorrect solutions, since for the process of Resolution of mathematical Problems, the pupils will be instigated to freely express its way to think. This does not want to say that the incorrect solution for a type of problem does not generate a new moment of learning that can later be used, therefore for the fact to only have the attempt to decide, the pupil is acquiring new strategies for problems that come to appear in the future. .