It is therefore, that the professors and owners of particular schools and the government have the duty of looking at with other eyes them technological innovations and to bring for the educational scope its potentialities to innovate practical the educative ones. Credit: Dropbox-2011. For force of the general modernization for which it passes the Country, the schools come receiving structures from computerization. The computerization of the schools is a process considered irreversible for many and already in frank execution (MAGINA, 1998). Brave (1998) emphasizes that the introduction of the computer in the school is a chance so that new methodologies are introduced in education in order to improve the results of the learning of discipline. But he is not to say that the computer is who goes to decide all the problems of the education is to neglect practical pedagogical the computer for if only not backwards the necessary changes to the educational scope, but together with new on methodologies computer science yes this is an innovation as it affirms Cotta, 2002, P.
20 and 21: the introduction of the computer in the classroom, by itself, does not constitute no significant change for education. The qualitative jump in the education of the Mathematics could be given through the exploitation of the chance of the introduction of the computer in the school, what certainly it will favor changes in the pedagogia and it will be able to result in significant improvement of the education. For either in such a way, perhaps more realistic thinking about the exploitation of traditional techniques to go, to the few, introducing pedagogical and didactic innovations. It is important to point out that it is not a simple ones schemes that it goes to make with that a child endowed with Intelligence can learn definitive mathematical concepts and yes to develop a reasoning where it can create conjecturas, to abstract its ideas becoming them in formal knowledge with aid of the computer.