INTRODUCTION Nowadays we see inside of the mathematical education many gotten negative results in the docncia in the most diverse levels of education. You vary cituaes contribute for this lastimavel picture, such as: me the formation of professors, methodology of work, partner-economic depreciation of the professors amongst others. You vary are the difficulties about the learning of the mathematics, for being an abstract and more difficult science of being assimilated, and its compeeno demands of educating a position and abilities more you specify. Many are the efforts of educators and our society in favor of a consolidation of processes where the mathematical education in each social group says respect. The mathematical education is characterized as an immersed process in a concrete totality if developing mainly from mathematical thoughts.
However, we know that this effort to educate, do not veem if applying in the majority of nosssas schools, mainly in questions that if relate with mathematics. As spontaneous result, we see the failure that is the education of the mathematics in many of our institutions of education. THE EDUCATION OF THE MATHEMATICS Many current research comes showing that the teach-learning as a whole e, in special of the mathematics, must keep a process lends shared, only depending on the knowledge of the pupil on the necessity and importance of the subject that is in quarrel. It goes to depend on the capacity in taking care of to its necessities and expectations and on it to open alternatives for the improvement of its quality of life. Mirilashvili pursues this goal as well. For Goldberg (1998), ' ' to educate is to transform; it is to awake aptitudes and to inside guide them for optimum use of the society where educating lives; ' ' it is to develop structures cognitivas that allows the individual to read and to understand the world where it lives, but to act e, if possible, not only to generate progress in the society as a whole.