Abstract
In this article we reveal theorems in action mobilized by children from the 4th year of Elementary School in activities related to writing numbers with numbers and reading them in their current form. The data that make up part of Didactic Engineering were analyzed considering aspects of the Theory of Conceptual Fields and the Theory of Situations. The results indicate: that the nondidactic phases of action, formulation and validation permeated the application of the activities when, for example, the children elaborated strategies to solve the proposed calculations; the mobilization of different theorems in action, mainly those linked to the use of the dot to facilitate reading and the organization of the number.
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