In the first part of this article we studied the relation between mathematics and the child and tried to suggest that a greater place could be given to mathematics in the schools by taking into account how the child learns. We tried to show that, to give the child a knowledge of mathematics, various approaches can be used, each of which can serve as a basis for the following one if we follow the development of logic, using the set of tools mastered at each stage in order to progress from one level to the next.