When teachers consider the problems of mathematics in the school they recognise that they have to make a definite effort to simplify the study of these difficult questions, but, it seems to me, they work in a frame which is imposed by the curriculum and their temptation is to think very little of the child. The problem, however, has to be faced as a whole and the aim of this article is to discuss the teaching of mathematics with special reference to a child-centred point of view.