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This study is based on the observation of a divide between mathematics taught in school and the social and cultural context in which they apply. These mathematics, which present significant difficulties for students, appear to be far-removed from the needs and concerns of society. However, many social practices require daily recourse to mathematical concepts. To better understand how these conceptsthe nature of which is not fully understood in schoolsare used in context, an ethnographic study was carried out to examine various practices of daily life. Here we address practices involving the sale and purchase of agricultural products.