How can the social, political and cultural scenes of the XVI and XVII Centuries, as well as elements of Sociology and Philosophy of Sciences, contribute to give Mathematics teaching and learning a new contemporary significance? This article will introduce some theoretical arguments about this question and will also analyse in what form the historical and social construction of Cartesian thought may enrich the teaching of Mathematics with the already available didactic scholarly texts.
History of Sciences; Mathematics Education; cartesian thought; didactic texts