Measurement can be a tricky thing! With regard to training basic math, according to the guidelines (MEN, 1998, 21-28) “the emphasis would be on enhancing mathematical thinking through the appropriation of content that are related to certain mathematical systems . Such contents are tools for developing, among others, numerical thinking, spatial, metric, and the variational random, of course, includes functional. Although the development of each type of thinking must be involved as a given system, the latter does not exhaust all possibilities. Other systems may contribute to expand and construct meaning in each type of thought. Thus, for example, find out the problem of equivalence or not of two volumes, in addition to understanding the magnitude of volume, the procedure to measure, the choice of the unit, these notions of metrics would be the knowledge of the numbers used, their relative size and geometric concepts involved in the situation, basic number systems and geometry, respectively. Regarding the impact of new technologies in the processes of learning and teaching of mathematics is good to know that before thinking about the introduction of calculators and computers in the classroom, it is essential to think first about both the mathematical knowledge from the discipline itself and from the transposition to it in order to become in teachable knowledge. It is clear that the calculator and the computer lighten and exceed the computing capacity of the human mind, hence their use in school leads to greater emphasis on understanding of mathematical processes before the mechanization of wasteful routines.