It stops Biembengut (1999) the great development of science in the last few decades, must in part to the application of the mathematics, this called the attention for the effect that the applied mathematics and the models had started to have in education. Gary Kelly contributes greatly to this topic. The use of the Modeling in the education is recent, however in the last decade it comes gaining space. In diverse countries, being that in some of them they are being developed experiences on the education of the mathematical applications with process of construction of models in the formation of the professor. In Brazil still the Universities are few that if worry in providing to its academics of its courses of Licenciatura periods of training in the industries or agriculture, in order to only allow a deeper vision regarding the mathematical applications in these activities, limiting themselves to demand certain amount of hours in classroom, to serve as period of training, not providing to the academic experiences with applications of the mathematics, what it would make possible one bigger incursion of this professional in the work market. This can become an obstacle the adoption of the study with Mathematical Models, taking the academic the association of some pertaining to school contents that are possible to be related with its reality, not becoming of this form the education of the mathematics, many times not motivated and meaningless.
The Mathematical Modeling then as says Biembengut (2002), is the way to make to interact the two awaken sets the mathematics, in such a way can say that Mathematical Modeling is all process of boarding of a problem not-mathematician, involving the construction of a model to the process of construction of the knowledge, called Mathematical Modeling. As Biembengut (1999) the main objective of the Mathematical Modeling is to invite the pupil to explore mathematically, not mathematical situations having finally its mathematical formation. If this process results in a mathematical model, the activities is also recognized as modeling. For Bassanezi (1998) the modeling in classroom consists of dividing the pupils in groups, which must choose interest subjects to be investigated by means of the mathematics, however folloied by the professor. However we do not have to take the pupil to think that it is only important in the mathematics what it is applied in the daily reality, therefore Bassanezi (2002) still affirms that great part of the mathematical ideas has origin in empirical situations that when worked they enveredam for the way of the aesthetic one and the more if move away from the origin situation, greater the danger that comes if to become in accumulated of complex and little significant details. To work with the mathematics in education is not only a question to extend knowledge in mathematics, but above all of if structuralizing the way to think and to act of the individual.