Abstract:

Some authors state that learning mathematics in secondary courses means to loosen up with concepts and arithmetic calculus techniques and to handle clearly the properties of plane and spatial figures. In this way, if observing and calculating skills are transmitted to students, they will be able to recognize validly built reasonings, in other words, those which follow a logic step sequence and also indicate that the person who is carrying them out, has consolidate these handled reasonings.
Although it is true that students in early ages of life have desire for taking an interest in the world that sorrounds them, to rekindle that interest and to be able to keep that plasticity of education which allows adapting to every single model of student is an educational work of the lecturers. In this way, is about generating needs, and supporting us in algebra historic origin, to make them rediscover through geometry lots of concepts which usually are automatized without a previous processing of the activity. In this step it is very important to be wrong about and to be able to correct yourself, besides to relate mathematics with the world around.
Therefore, there are different points of view (the case of Realistic Mathematics Education) that defend that the best way to learn mathematics is practicing it. As the goal is to put yourself in mathematicians' place, situations must be contextualized offering the most realistic possible models. Even so, there are different levels of contextualization that will depend on student skills and the year of the problem application. In the offered proposals in this work, we will see an adaptation example for 3º E.S.O. school grade.
In the already said example we will keep in mind the more generic considerations about the learning of Geometry (as in Van Hiele Model and some educational materials to work in class). Lately, we will mainly focus on the enriching of problems, developing a Conceptual Map about how to improve the most typical problems proposed in textbooks, without wandering from the specific contents on the Secondary School Curriculum.
At this point, contents of Visual and Manual Arts and Mathematics contents will be compared for 3º E.S.O. school grade, establishing links and similarities between both breakdowns. Lately, two topics (Plane Geometric: Pitagoras and Tales Theorems and Geometric Transformations, among others possibilities) will be chosen and a unification proposal will be developed between both subjects, analyzing the viability of carrying out that proposal in the class, explaining the advantages of a combination study of both subjects which takes advantage of the visual dependence that students still have in this stage. Furthermore, it will be pointed which evaluation methods would be the most suitable for a project of such this magnitude.

Keywords:

Mathematics, technical drawing, high school.