The subject of this thesis is VAK (visual, auditive, kinestetic) model of learning and its appliance and advantage in the learning process of mathematics. VAK model is a learning style that primarily takes into consideration individual learning ability of each child, using their dominant sense. The objective of the thesis is to explain the VAK method, to show its advantages and disadvantages, to pay close attention to the possible misuse of the method and finally: to give examples of its application in teaching mathematics in the first year of elementary school. The thesis describes VAK model as one of the most famous learning styles with different types of models, based on the preferred information input. In order to implement VAK model in teaching mathematics, the thesis presents the primary features of learning mathematics, by describing the psychological factors as well as methodology. It emphasizes the relevance of child's first encounter with mathemathics. That is the period of laying firm foundations for the future child's exposure to various activities with specific materials. Similar to the VAK method, the primary mathematics teaching methodology emphasizes the importance of simultaneous usage of senses (visual, auditive, kinestetic) during the learning process. The thesis also describes the similarities between VAK method and other activities in learning mathematics. It is compared to Montessori learning method, Waldorf method, IGSZ model (experience, language, pictures, symbols) as well as to mathematical activities with didactic materials. At last, the thesis presents a mathematical house, didactic material specifically made for this thesis. It is designed as a new idea of applied VAK method, considering the early mathematics learning facts. It consists of different materials and activities for simultaneous sense activation. Its aim is to help teachers in their preparation for mathematics teaching, to encourage them in creating their own didactic materials as well as to help pupils in their critical thinking development while participating in the learning process of mathematics.