Currently in the process of teaching-learning of mathematics, a panorama of a science with an abstract nature is glimpsed. In such a way that the acquisition of knowledge is in a mechanized way and the teacher's word is taken as dogma. The problems and equations formulated to the student are formulated under a mathematical conception with strong cohesion towards the nature of the operation to be solved, under a perspective that is irrelevant to the student within the process of assimilation of knowledge, leaving even more the aspect of its application within the context of their daily life and therefore how relevant their learning can become. From this area of opportunity arises the concern of this research project based on the improvement of the teaching-learning process based on the contextualization of scenarios that facilitate the acquisition of knowledge, mathematical critical thinking and the ability to locate the field of application of The same, developing their own methodologies, taking into account the teacher and student expertise, thereby trying to achieve a meaningful teaching-learning process, simpler acquisition and retention for the student and to achieve for the teacher.