In the first part of the paper, we have presented general aspects regarding the specific didactic methods and procedures used in learning and teaching mathematics activities in pre-school education. We also have exposed the main pre-mathematical operations which are to be formed at preschoolers, together with their theoretical aspects.In the second part, we have presented each pre-mathematical operation, together with the specific didactic strategy and we explained the learning activity with practical examples. Thus, we have shown that by combining inductive learning with the deductive one, the logical foundation of instruction is achieved, as both forms of reasoning are present in the preschooler's cognitive activity in all learning situations.The didactic strategy requires the identification and characterization of two components: the task of teaching and learning situation both focused on creating an optimum environment designed to offer children the opportunity to achieve a specific operational objective. Thus, in the didactic strategy for teaching and learning pre-mathematical operations, we have shown, as a didactic method, the exercise, which by motor and intellectual action allows the formation of skills, abilities and automation.Other presented methods were questioning and the didactic mathematical game, which require the child an intellectual effort oriented towards the discovering of new knowledge or processes of action and verification of found solutions.Through action which is practised repeatedly, consciously and systematically, the child acquires a skill, and using it in various conditions turns learning into skill. Abilities and acquired skills in pre-mathematical operation approach, practised by exercises in mathematical activities, lead to automation and their internalization, turning them gradually into skills.Pre-mathematical operations, based on exercises with individual material, allow the teacher to introduce game elements to stimulate interest in learning activity and thus, exercise becomes dynamic, precise, accurate, attractive and stimulates children's participation in the activity.Finally, we have presented some conclusions regarding the influences pre-mathematical operations perform to the formation of mathematical representations with preschoolers.