The aim of this thesis is to study if different learningsituations (outdoors pedagogy, indoors pedagogy – laboratory and indoors pedagogy – abstract) affects and activates different abilities at different mathematical moments. We also aim to study how educationalists can stimulate the activation of the abilities and how students receive and activate the abilities themselves. Illustrations of this will be made through observations and interviews at different preschools/schools. We have made eight observations at four different preschools/schools, two at each preschool/school and eight interviews, two with each educationalist at the respective preschools/schools. The result of the examination showed that indoors pedagogy – laboratory activated most abilities with the students of the work procedures of which the logical – mathematical ability was much activated.