This research focuses on investigating what knowledge is engaged in decision making in a proposal for Mathematical Modeling for Elementary Education. This research is of a qualitative nature, was carried out with students of the State School of Fundamental Education Don Bosco, in the city of Salinópolis / PA. The participants of the research were 21 students who attended the 9th year of elementary education. The proposal of Mathematical Modeling was applied in a supermarket, where the students collected the data. The analysis of the research was carried out in an interpretative way in front of the pertinent literature on Mathematical Modeling in Mathematical Education and the collected data, such as: audios, videos, photos, notes in observation diary and records of the mathematical models that appeared at the time of the activity. The results show that Mathematical Modeling is a teaching and learning tool that crosses an interdisciplinary path, thus arising in this proposal mathematical and non-mathematical knowledge and enables us to develop abilities considered significant with respect to reading and interpreting real facts that involve not only the mathematical knowledge, but the other activities of the student's life.
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