Be aware that mathematics involve great efforts of humanity to understand itself and understand the universe we inhabit. There have been efforts, accomplishments, setbacks, breaks, imbalances and progress, it is necessary to bear in the mind of teachers. That is, mathematics is not infallible nor absolute, are historical products aimed at improving the understanding of human life. Consequently, proposed in the guidelines is important to note that the value of historical knowledge in addressing school mathematical knowledge is not to collect a series of anecdotes and curiosities to be presented occasionally in the classroom.
Knowledge of history can be enriching, among other things, to guide the understanding of ideas in a meaningful way, for example, instead of addressing the integers from a purely structural perspective, which came after thirteen centuries of maturation could be considered as those culminating moments in their development to provide more intuitive approaches to this concept, to highlight different forms of construction and reasoning, temporal and spatial framing the big ideas and problems with their grounds and precedents and to identify problems Open every day, its evolution and current status “.” (MEN, 1998: 16) Regarding the relationship between culture and mathematics, is to recognize that this science is in related to processes of meaning of culture in different historical moments and groups. For example, math base 20 of the Mayan culture, is related to the worldview of that culture and processes of calendar and time management on 13 moons or months of 28 days. It is therefore necessary to bear in mind that “that within this same perspective, students bring their own culture to the mathematics classroom and in turn the mathematical work from their own culture, the latter constituted by doing and the elements of its practice.