One of the matters subject to hot discussions are the effects of the decision taken by the Ministry of Education on lowering the school age. How the six-year-olds are to function in the school reality? The problem is complicated pedagogically, sociologically and organizationally. The purpose of this paper is an analysis of the textbooks for mathematical education which are to be used in grade I and the next ones by the current and future six-year-olds. Standard of the handbooks available in the market leaves much to be desired. This paper analyzes improper trends which manifest themselves in a part of textbooks. During 1999–2008 the early learning was dominated by the slogan of the integration of subjects, which was often wrongly understood. Currently a trend is seen again to print as separate books the mathematical part of textbooks for grade I, separated from parts designed for the Polish language-social education. Generally they are of the form of exercise books where the student writes and draws. According to the new Curriculum Base “children are allowed to use the exercise books for no longer than a fourth of the time assigned to mathematical education”. The remainder should allocated toplaying and to problem situationsexplored by manipulating building blocks, counters and other aids. In the analysis presented in this paper, the textbooks from which the examples were taken remain anonymous. Their authors and publishers are not mentioned. The purpose of this paper is not a criticism of individual textbooks but just signalling some disturbing general phenomena. The an analysis does not refer to various unfortunate (even though numerous), semantically wrongly chosen concrete situations, not to individual cases of incomprehensibly formulated orders. The paper deals with the phenomena which concern many Polish textbook and reflects some weakness of the early teaching.