In the first part of the paper, the theoretical aspects of heuristic intuition are presented, namely the psychological mechanisms by which this intervenes in the context of solving arithmetic problems. Thus, heuristic intuition by procedural moments is only a resolution sequence and the heuristic phenomena are achieved with the participation of two levels: the conscious and the unconscious in solving some arithmetic problems which raise solving difficulties. The achievement of the informational transfer between the two levels should be interpreted as a sequence of entries and exits of the unconscious to conscious, and vice versa, where the principle of feedback is a first psychic mechanism of the heuristic intuition. Also, the fact that most intuitions are preceded by analogies makes us consider the analogy as another psychological mechanism of using heuristic intuition in solving the problem, because the analogy determines intuition and generates solution in this way. The connection between the reasoning by recurrence and heuristic intuition allows the passage of thinking from individual to general, which is in fact the essence of mathematical creation and another psychological mechanism in solving arithmetic problems. The second part of the paper presents a practical example of using heuristic intuition for an arithmetic problem where we analyze the implications of its mental mechanisms and the way of achieving the resolution process. In this regard, we laid emphasis on the mechanism which was used to pinpoint the contradictions of the problematic situation and which creates conflicts between the requirements of the problem and the real possibilities of the pupil, which are determined by the development of thinking. Without highlighting and without understanding all stages of solving, the student finds a similar pattern in his experience from the past and by analogy with this, he solves the new problem.The paper ends with some conclusions regarding the modalities of using heuristic intuition, in terms of procedure, in the context of solving arithmetic problems in primary school.