The aim of this study is to examine how inductive and deductive concreteization as a didactic method in mathematics teaching can promote the development of knowledge and learning among students. It is also of interest to hear a number of interviewed teachers perceptions about inductive and deductive concretization as a method in mathematics teaching. The examination is for grades 1-3. Theories dealt with in the study are learning promoting theories such as concretization, proximal development zone, conceptualization and creative reasoning.The study's questions will therefore examine:· How can inductive and deductive concretization as a didactic method in mathematics teaching promote the development of knowledge and learning to students?· What perceptions do teachers in grades 1-3 have regarding inductive and deductive concretization as a method of mathematics teaching? In order to answer the study's questions, qualitative methods have been used through interviews with teachers and observations in classrooms. The conclusions of the analysis of material shows that concretization through inductive and deductive methods helps students to participate in situations where different mathematical didactic consequences arise in the teaching based on the theories.