This article aims to approach the Angolan context of mathematical formation, using criteria issued by teachers, pre-university and university students surrounding this dynamic. The problems identified in pre-university and Higher Pedagogical institutes in Angola, are related to the lack of motivation among students in mathematical careers, due to insufficient contextualization achieved by the programmed contents, as well as the insistent use of scientific and methodological approaches that do not sufficiently take into account the importance of Mathematics and its application in solving specific problems of life. This leads to a shortage of Mathematics teachers with masters or doctoral degree as currently observed in Angola. The historical-logical method will be used as well as documental analysis and stratified random sampling techniques.
Mathematical formation; Angolan context; Education