The Montessori educational theory has a special value due to being founded on the observation of the child, with the child itself in the centre. Going from specific to abstract, from easier to more difficult, the special made Montessori material is being used and children learn in a prepared environment where they develop themselves. For the purpose of determining the knowledge of the method a theoretical starting point has been stated with emphasis on Montessori method and materials in the fields of mathematics (numbers of sandpaper, numbers and chips, chase for numbers, geometrical shapes, colorful pearls and little blackboard of multiplication and dividing) that a whole chapter has been dedicated to. The aim of the research was to determine the familiarity of teachers in primary education with Montessori methods and materials in the fields of mathematics. The frequency of the usage of Montessori methods and materials in this mathematics field and their interchange was being observed in traditional schools. They were trying to find out whether teachers in classroom teaching considered it useful to know the Montessori Method and materials in the math field better and whether classroom teachers thought of the Montessori Method and materials to be applicable in regular lessons of mathematics in traditional schools. Eventually they tried to find out if there was a difference in knowing the Montessori Method and materials in the math field when it comes to the employment period. In this study a sample size of 100 respondents (primary school teachers) were questioned and data collected through a questionnaire, which had been prepared for the requirements of this research. The research showed that most teachers of primary education were familiar with the method and materials of geometrical shapes, actually 63% of them, being at the same time the method that had been mostly used by 59% of them. The least familiar they seemed to be with the method and material for the little blackboard of multiplication and dividing, 34%, which was next to numbers of sandpaper (19%) used the least by 27% primary education teachers. Even 98% of the primary education teachers find it useful to have a better understanding of the Montessori Method and materials in the fields of mathematics, while 61% of them consider it applicable in regular math lessons in traditional schools. Considering the employment period, a significant difference in knowing the Montessori Method and materials in the fields of mathematics does appear only in the colorful pearls, which method and materials are known better by respondents with more than twenty years of work experience.