"( Stewart: 1998, 16) The mathematics rather than a system of signs and rules must be understood as a cultural heritage in the sense of understanding the subject's development in terms of developing the symbolic function, logic, mathematics, between the subject's mind and logical symbolism. Importantly, students learn Math interacting in diversity, which leads to the abstraction of mathematical ideas from complexity, this means students face a new methodological perspective: research and resolution problem, these aspects that allow them to explore, discover, and create standards versus their own thought processes for the consolidation of logical structures of thought, that give them self of self-knowledge and enduring face reality. First we must remember that the learning of mathematics, like other disciplines, is most effective if the recipient is motivated. It is therefore necessary to introduce the student activities according to their stage of development and to awaken their curiosity and creativity. These activities should relate to everyday life experiences. The purpose of learning mathematics concerns the competence, defined as "the ability with which a subject has to be primarily about referents allow us to act with knowledge of mathematics to solve mathematical problems in different areas. " In the area of mathematics learning object is the competence of mathematical thinking.
The theoretical approach is systemic guidelines with emphasis on the development of thinking and solving problems. This means maintaining the systemic conception of mathematics, but the emphasis is made in the resolution of problems and the development of mathematical thinking. The historical commitment of mathematics aims to be clear about the historicity of this science.