This research presents a study in the field of teaching that permeate the areas of
Environmental Education and Mathematics Education in order to investigate possible connections that conjecture social intersections that increase for a social
humanization. The motivating question that governs this investigation is directed at
the following question: How can socio-environmental conflicts be understood with the support of Mathematics Education? In which the objective of: Analyze, through the elaboration of a didactic sequence, the connections of Environmental Education with Mathematics Education.. The methodological path of this research is characterized by bibliographic research, which is structured in foundations in the studies of theoretical bases of teaching, referring to the analysis of theories and methodological theoretical assumptions that guide the teaching of Environmental Education and Mathematics Education. In this bias, the research is formed from two other theoretical chapters, the first addressing signs of confluences between the two areas, and in the third one presents the studies and compressions that lead to the purpose of a Didactic Sequence. The results present the proposal of a didactic sequence on the socio-environmental theme related to the consumption and waste of electricity as one of the articulating evidences of Environmental Education with Mathematics Education.
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