This article seeks to provide some reflections against the conceptions of multiplication is it has in the early stages of basic education and the management problems associated tables in the first cycle of basic education; such as difficulties in developing the proper operation of this algorithm and its inverse operation. In this sense a strategy is proposed from two options: a concrete, that can be brought into the classroom with concrete material and one from an application made with dynamic geometry software Geogebra, the last one exposed by the text. However, something to note is that not exclude repetition as a key to learning the multiplication element, but to relate the geometry, is expected to provide a different perspective to address and subsequent storage through the graph.