The objective of this research is to characterize arithmetic verbalisation, according to the categorization of Luria and Stvetkova, who met the students at the end of the 1st cycle of primary education in the public primary schools in the Municipality of Talca. This study was conducted under the application of a validated instrument mentioned by the authors. The research methodology corresponds to a non-experimental, descriptive scope and quantitative interpretation. With regard to the final results of the study we can establish that students in the commune of Talca, after the first cycle, do not reach the expected performance levels in solving arithmetic through verbalisation, observing differences by gender and not reaching the level expected for their age and level.