Th is article presents a review of the state of the art of experiences in teaching programming to children to improve their math skills. Th e research was carried out to propose a model for teaching children to elaborate macro-instructions based on their understanding of logical mathematical progresses, and to improve problem solving among figraders, especially involving the initial understanding and development of algorithms. Thfound important aspects to consider in the model that we hope to propose: adequate topics, contexts, tools, and techniques for teaching programming to children, as well as some examples of models to evaluate the results of this type of experiences.