There is now a strong current in mathematics education that strongly supports the need for the learning of mathematics is not done exploring mathematical constructs themselves in different ways that have crystallized over the centuries, but in constant contact with real world situations that gave them and they keep getting their motivation and vitality.
Such a current is fully consistent with the ideas developed earlier and looks like a natural corollary of them. Mathematics, as we have seen, originated as an attempt to explore, in his peculiar way, the various complex structures that lend themselves to it. The creation of the mathematician is performed spontaneously in this attempt to dominate mathematicizable aspects of reality. Mathematics education should aim at main inculturation, trying to incorporate that spirit to the young mathematician of our society.
It seems obvious that if we limit ourselves in our education to a mere presentation of the results are purely theoretical building has developed in such an attempt, apart from its origins in the problems that present reality and its applications for solving such problems we would be hiding a very interesting and substantial of what mathematics really is. Apart from that we would thereby ignoring the great motivating power that modeling and applications have.
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