A pedagogic strategy is proposed for the introduction of themes that do not belong to the discipline, viz. mathematic themes, in Schools of Librarianship an Information Science (LIS). The proposal begins with an example corresponding to themes that belong to LIS, and extends this example to other related themes so as to reach the maxim "dilution" of the mathematic theme in themes of LIS. The proposal is focused on creating a learning environment that starts with the student development experience. The distribution of scientific literature, starting from a didactic model of the well-known paper of Bradford, 1934, will be used to show that it is possible to learn (with a maximum naturalness and minimum psychological trauma), a set of basic but fundamental mathematical themes for the majority of metrical studies of information, by discussing themes that belong to LIS with a quantitative emphasis. The paper is completed with proposals to treat the theme at schools, addressed to students, graduates, researchers, and professors.