The present work was developed in order to understand the possibilities of using the History of
Mathematics as a methodological resource, present in textbooks used by teachers and students
in the classroom. For this, we chose, as a basis, some theorists who investigate and analyze the
importance of history in Mathematics Education as a motivating and contextualizing factor in
textbooks in the study of Mathematics. The research consists of a qualitative bibliographic
approach, verifying how the history of Mathematics is inserted in the Spatial Geometry content
in textbooks and using survey research procedures as an instrument for collecting data from an
online survey with teachers of Mathematics, seeking to investigate its formation and the use of
the History of Mathematics in the classroom. The result of the study shows that the use of the
History of Mathematics is limited to what is presented in textbooks, as it refers to a traditional
paradigm, the main cause being the little knowledge about the History of Mathematics, caused
by the lack of more in-depth knowledge of the discipline in the academic course and in
continuing education. This shows that the History of Mathematics is something that is separate
from the professional practice of Mathematics teachers.
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