IDEB Pupils
For this reason, many pupils do not obtain to relate the calculations that they carry through in its daily one with the set of used rules in the school. Mainly with regard to the Resolution of Problems, this is the biggest difficulty presented for these students. For this fact, Onuchic (1999, P. 211) it defends the Resolution of Problems as education methodology and affirms that ' ' … the pupil in such a way learns mathematics deciding problems as it learns mathematics to decide problemas' '. With this, the practical one of education in the schools by means of the Resolution of Problems if of, in its majority, ' ' … with the purpose to verify the learning and the application of concepts, algorithms, properties and other facts of matemtica' ' (LOPES; MANSUTI, 1994, P.
35). Ahead to the questionings, in relation to the learning, the Index of Development of Educao Bsica (IDEB), shows the reality of the education in the schools, not only in our region as in all Brazil. The numbers show situations of little growth, since the IDEB is calculated of 2 in 2 years, and taking in consideration the numbers of 2005 to the 2009, it is observed that in 2005 the index in Sergipe had average of 3,3, in 2007 got 2,9 already in 2009 got 3,2, being the national average of 3,5. It can be said that, one of the factors that contribute considerably with these numbers it is the high index of reprovao of the pupils in Mathematics. In this manner, the Mathematics, to the being analyzed for the pupils as one also disciplines of difficult understanding and of little practical utility, certainly will go to contribute negative for the performance of the reasoning of this student, with this: The failure of the mathematics education and the difficulties that the pupils present in relation to this discipline are not a new fact, therefore some educators already elencaram elements that contribute so that the education of the mathematics is designated more for failures of what for successes.