The research focused on the importance of communication in the process of teaching and learning mathematics. The main purpose was to understand and analyze communication processes around the application of concepts to pose and solve mathematical problems. The methodology had an ethnographic qualitative approach, which allowed the application of techniques and tools such as participant observation and semi-structured interview. The results of the information allowed the analysis of the description and characterization of some didactic processes, present in the teaching and learning of mathematics, in the third grade of primary education, aimed at strengthening the communication component, as an element that enables the acquisition and mastery of the area’s own language, where a non-probability sample was generated applied to students in the third grade, with ages ranging from eight to nine years of the Institucion Educativa Rural Zoila Duque Baena, sede la Primavera, municipality of Abejorral, department of Antioquia. The main results were the relationships between the management of mathematical communication and the resolution of problem situations. Finally, the proposal was made for pedagogical elements that make it possible to strengthen the communication component as a key element for solving problem situations.