Drama pedagogy is slowly but surely finding an increasingly important role in the contemporary educational system. Most parents, and therefore children, believe that the most natural activity for children, a play, ends as soon as they start to go to school. Drama education, among others, implies the use of drama as the methods of learning and teaching. The aim of one of the areas of drama pedagogy is to achieve developmental, educational, self-knowledge and many other goals through drama activities. However, regardless of the recognized benefits of drama education in classes, numerous studies have shown that drama techniques are mostly associated with the teaching of the Croatian language. Therefore, the main goal of this paper was to present the use of dramatic techniques in Mathematics teaching. The paper presents a literature review in the field of drama pedagogy and research conducted with the elementary school students. The research was conducted with fourthgrade students (focus group) with the aim of investigating their opinion on the use of drama techniques in teaching Mathematics. The results were processed using a qualitative method. It was shown that the students' opinions do not differ regardless of which class section they belong to. Although the students appreciate the traditional way of teaching and think that writing down data means a lot to them, they expressed their desire and willingness to participate in this way of teaching and think that the occasional introduction of such classes would contribute to a greater interest in mathematics.