Resumen

This paper aims to question the history that is usually considered to treat history in mathematics education. It discusses new ways of conceiving history and historical objects, taking the cultural history and visual history as examples for the construction of a new narrative for teacher training. From the use of visual sources from the military art of the seventeenth and eighteenth centuries, rises five points that can answer the question of this article: how can visual history and the art of fortifying serve in training math teachers? Finally, we stress the importance of bringing it into teaching practice to build a new relationship with the concept of teaching, learning and relating to mathematical knowledge.