From a research, whose object of study was centered on the productions of postgraduates of brazilian
universities in History for the Teaching of Mathematics (HEnM), with a cut for the initial years, this work
develops and analyzes the academic productions from the field between 1990 and 2018, with an emphasis
on its principles and methods, to highlight its potentialities and contributions not only in mathematics,
with an approach related to history, the initial years of Fundamental Education, based on the files that make
up the collection of the Brazilian Center of Reference in Research on the History of Mathematics
(CREPHIMat), originating from two research projects aos quais or documentary study is linked. Through
the cataloging of productions, a paradigmatic matrix was elaborated, in order to identify and analyze the
Technical, Methodological and Theoretical levels as constitutive elements of the productions on the
researched topic, aiming to point out ways of using history to teach mathematics in the initial years, and,
likewise, it provides indications of the contributions of these productions to the teaching of mathematics
and to teacher training, based on the foundations established by Mendes (1997, 2001, 2009, 2013), or
provides history as a didactic and conceptual mediator, tending to historical research as an element of
(re)construction of mathematics generated in different socio-cultural contexts, developed from
investigative activities that problematize practices for the improvement of learners. The results highlight
the importance of two well-trodden paths by researchers in the direction of mathematics teaching
approaches, through the history of mathematics as a mediator of proposed pedagogical practices, as they
involve testing of concrete materials, artifacts and manipulations, applications of history in situations of
teaching and training and as a basis for research methods and explorations in the training of Mathematics
teachers. It is emphasized that, in a general way, all productions point to the need to implement the uses of
the history of Mathematics in initial or continuing teacher training, as a fundamental element for the
constitution of a didactic epistemology that enables a didactic and conceptual training to teach
Mathematics with meaning, supported by a reflective approach.
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