Our world is in constant change, which creates new situations and leads to the search of new answers. The education system field is without any doubt our best ally concerning the individual training, the relations between questions and answers, problem solving and strategies, goals and results, all this must be constantly analysed. Being conscious of the contemporary look, we realize the demanding challenges of this professional universe and the growing tendency of social relations development.
This challenge must be given to social responsibility on that matter.

School is expected to generate individual autonomy, cooperation, creativity, entrepreneurship and leadership, and no longer to be focused on the best grades or on the most competitive. In this perspective, teaching that privileges the knowledge by compartments and the technical and cognitive rigor, to the detriment of the affective-emotional dimensions, does not compete for the achievement of what is recommended in the students' essential learning and demanded by society.
Despite being present everywhere, Mathematics has always been distant from the mother tongue language, which in turn played an even greater remoteness with this science. In order to fill in these gaps the present paper illustrates an interdisciplinary approach by crossing the poetical text potentialities with mathematical contents.
It is in this mixture that mathematical poetry is born, without losing the playful and aesthetic sense of poetry; it intends to promote and to offer a new perspective in mathematics learning. Through poetry reading and writing habits are promoted, sensitivity is awakened and creativity is sharpened, all essential skills to mathematical reasoning. Reading and writing allow us to understand and communicate; the sensitivity allows us to be sensitive and critical of reading between the lines heading to abstract thinking; creativity allows us to be creative, to figure out other strategies and formulate new hypotheses.
In this sense, this paper serves two purposes: the first one – to make a reflection about poetic text influence in childhood and its presence in school, defending mathematical poetry as a possible path to follow. The second one introduces some tasks that were conducted following this idea in the Kindergarten and in the 1st grade of Primary school in a context of teaching practice.

Keywords: Mathematics, Poetry, Teaching Practice, Kindergarten, Primary education.