This project is developed taking into account the research lines subscribed by the Master of Science Education of the Universidad Autonoma de Manizales. The main objective of the research was to analyze the incidence of the incorporation of thinking routines in the resolution of counting problems, in the ninth grade students of the educational institution el Tobal. This project shows the results of a research whose purpose was to analyze the incidence of the incorporation of thinking routines in the resolution of problems; which has a qualitative analysis approach of descriptive type, where the collection of information was carried out with the implementation of a didactic unit structured in three moments: Phase 1 or exploration; phase 2 or intervention and phase 3 of evaluation; in which the problemsolving categories were articulated with their subcategory The negotiation of meanings in the resolution of counting problems making use of the thinking routines with author Allan Schoenfeld and the category the thinking routines with their subcategory Execution of thinking routines to understand a counting problem with author (Perkins D. , 1997). Ritchart (2014), Project Zero Harvard University. The results showed the students' acceptance of the incorporation of thinking routines in their school activities and a strengthening of their skills and abilities in solving randomness problems.