The great challenge in the education is to know the skill particular of each child, therefore the child is before everything a being that likes, desires to play. The game is one of the artifices that the proper one nature found to take the child to develop an activity in its mental environment and. Vygotsky establishes a narrow relation between the game and the learning, attributing to it a great importance. So that let us can better understand this importance is necessary that let us remember some ideas of its theory of the cognitivo development. The main one is that the cognitivo development results of the interaction between the child and the people with who keeps contacts regular.
It agrees to also remember that the main concept of the theory of Vygotsky is of Zone of Proximal Development, that it defines as the difference enters the current development of the child and the level that reaches when it decides problems with aid, what it leads to the consequence of that the children can make more than what they would obtain to make for itself alone. The configuration of this quarrel will still give of specific form approaching the importance that some theoreticians attribute to the importance of the ludicidade in the process teach-learning, detaching paper of the game as facilitador in the process of acquisition of the learning of the mathematics in pupils of basic education. The author also detects in the game another element the one that attributes great importance: the paper of the imagination that places in narrow relation with the creative activity. (Vygotsky, 1999). It affirms that the creation processes are observed mainly in the games of the child, because in the game it represents and produces much more of what what she saw. For Palangana (1994) the conceptions of Vigostky and Piaget how much to the paper of the game in the cognitivo development they differ radically.