This research focuses on knowing the impact they have for teachers to use a problem-based pedagogical learning strategy (ABP) in the teaching of mathematics in grade 3° students of the Santa Rosalia educational institution, constituting a viable option to neutralize the traditional easements of mathematics. This proposal arises from the observation evidenced during the teaching practice of the researchers in their training process as primary school graduates. For this research the methodology of a pedagogical proposal of 10 sessions was used, using the question as a catalyst for the development of meta cognitive skills, which were implemented by the researchers with the help of third grade teachers.