In some decades the Neuroscience has been getting more space in the scientific context through auspicious results for the Education field. However, bringing these results to the classroom has also been a difficult step to overcome. Then, worried about that, many researchers proposed multi or interdisciplinary research in a try to solve this issue, and also some of these researchers suggest a both-handed path, which means that educational researchers could either bring their results related to the teaching-learning process to the Neuroscience field. Based on these models a lot of new proposals for the creation of a new science area came out, whereupon the denomination present so many labels, and among these “Neuroeducation” and “Mind science, Brain and Education” stand out. It was launched in these models a rough consensus about the science areas which must be part of this new scientific field, videlicet: Education, Psychology, and Neuroscience. And, here it will be using the term Neuroeducation to refer to this emerging field. In this thesis is proposed an approach within the Neuroeducation and the Theory of Didactical Situations (TDS), by Guy Brousseau, through a Multidisciplinary Neuroeducational Research Model. This Model enabled discussions about the viability of the insertion of results into the Neo-Piagetian Approach by Bidell and Fischer (2017), and the Socio-Affective Neuroscience by Immordino-Yang in TDS. It presupposed that one cause of the learning difficulty in scholar mathematics is the fact that the teacher does not consider the diversity usually found in the classrooms, which in this work is represented by factors: contextual (learning context in the classroom), socioeconomic (socioeconomic status of the students) and socioemotional (math’s anxiety). These discussions point out the possibility of reflecting about teaching strategies which contemplate the learning context change in the classroom (through contextual support) and creation of meaning for the mathematics knowledge (through extra class works which afford the students an opportunity to apply their mathematics knowledge acquired at school into their daily activities, namely: sports, professions, etc.). These strategies could support the growing status of the students’ mathematics accomplishment, also in the adaptation of less socioeconomically favored students to scholar mathematics and in the identification, remediation, or reversion of the math’s anxiety, further, acting as motivational agents in mathematical learning. This insertion viability of those teaching strategies into the TDS and its possible contributions in this theory application are discussed along with this work and presented at the end as a Neuroeducational Proposal of application of the TDS. In this sense, the Neuroeducational Proposal made out in this work, suggests complements in the teachers’ acting in classroom in each didactic moment in the TDS, enabling the reflection over the possibility to ease or revert difficult cases of mathematics scholar adaptation and the case of mathematics anxiety.
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