The present study is based on the assumptions of historical cultural theory, created by Vygotsky
and his group, intentionally seeks to contribute to the development-learning of students in the
initial grades, we analyze the didactic book as a tool of intentional, planned and systematized
teaching, in order to identify the mathematical objects and how to work with them, and how
mathematical writing presents these objects, which are specifically focused on scientific
concepts from the presentation of the contents of numbers with decimal representation
(numbers with commas). We use the qualitative approach of the bibliographic type, based on
the guiding question of how this Vygotskian perspective can help the learning of the decimal
numbers? It is seen that this theory is based on the concept of Marxist dialectical materialism
that says that the human being learns from the relationship with nature and with other
individuals with more experience, where the activity is mediated by instruments and signs. The
results of this work point out that the LDM analyzed contributes in parts to the construction of
scientific concepts, although it would be necessary for this guide to approach mathematical
objects in a more articulated way. However, the results of the analysis reveal that the possibility
of using the manual helps the students to learn the mathematical objects analyzed. Finally, the
mathematical writing is presented through the principles of some official documents, which
must be presented from the informal / formal concept articulating with the native language.
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